*Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer Assessment TEKS/Standards: 117.52 Art, Level I (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas for artworks form direct observation, experiences, and imagination: and (B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately. (2) Creative expression/ performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create visual solutions by elaborating on direct observation, experiences, and imagination: (B) create designs for practical applications: and (C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare and contrast historical and contemporary styles, identifying general themes and trends; (B) describe general characteristics in artworks from a variety of cultures; (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings. Activity & Time Student Objectives & Procedures: What Students Do I. WARM-UP/ Anticipatory Set title: Surrealist Objective(s): sculpture part 1.) Students will sketch and critique an Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
II historical work of art. 2.) Students will identify characteristics pedagogical purpose: _guided practice and descriptions that classify Surrealist art. 3.) Some students can choose to apply some of the ideas/techniques discussed into their surrealist project. Materials: Students: -pencil -eraser -sketchbook Teacher: -projector -Surrealism week one power point -Oppenheim notes 5 minutes Student Procedures Students will get their sketchbooks and start drawing the image from the PowerPoint. (This will happen during the announcements). Students will write down the name of the work the date and the information teacher will discuss with them. Students will raise their hand to volunteer to critique (explain what characteristics of the work of art that they like and do not like) the work of art. Teacher Procedures Have PowerPoint open onto Oppenheim image. Give students five minutes to draw in pencil (silence). On their sketchbook page, students should have the date, and the name of the slide show, Meret Oppenheim. Underneath, they should complete a sketch that is about half the page. This drawing is to the best of their ability, including details, value, text, etc. Ask students if they like the piece. Why or why not? Can you see yourselves using this art technique? Give some very brief historical information about Oppenheim s style. What makes this work Surrealist? What makes this work unique? Give characteristics of this style: - subconscious imagery
-dream settings -symbolism -simple yet colorful works -sensuality (Notes attached to back.) Call on students to share their comments on the piece. II. LESSON 1 st Activity title: Continue working on Surrealist painting pedagogical purpose: Independent Study Materials: Students: -current surrealist project -images students are working from Teacher: - Surrealist power point -acrylic paints (blue, white, red, yellow, black, etc.) -class brushes -assigned STRUCTURE/ACTIVITIES Objective(s): 1) Students will demonstrate correct painting techniques. 2) Students will create their own work of art demonstrating effective painting and composition skills 3) Students will integrate Surrealist techniques and ideas into their original work Student Procedures: *Students will work at their seats for this activity. *Students will review class painting procedures.(see procedures listed in Teacher Procedures for this activity) *Students will be using acrylic paint for this assignment. Acrylic paint is permanent! If you get it on your clothes or in your hair, it will not come out. Take all purses and clothing items off of the tables, pull back hair, roll up sleeves, etc. *Students will obtain their paints and brushes and return to their seats. *The students should be working on details. If behind, they should come in during lunch to catch up. Teacher Procedures Restate the painting procedures: -paints are located at the front of the classroom -students only need a dime-sized amount of paint -they will use their assigned pallets to mix -the students will be using their assigned brushes to paint *Warn students that acrylic paint will not come out of clothing or hair. Instruct them to put all belongings out of way, roll up sleeves, and pull back their hair. *Walk around to answer questions and make sure students are on task. The students will have today to finish this
palettes assignment. Use time wisely!!!! 40 min Ask if students have questions. They will turn in this project at the end of class. III. CLOSURE title: Clean up and Sharing of Ideas pedagogical purpose: Whole group instruction Materials: none 5 Min Objective(s): 1.) Students will summarize and share their own ideas for this project. 2.) They will restate the project expectations and due dates. Student Procedures Students are cleaning up. All brushes are washed. The palettes are returned to the counter. The tables are wiped off. Their painting is returned to the drying rack or is put away in an artist tube. Students are allowed to borrow an artist s tube, but they have to sign it out first. When they are finished, students are seated at their desks and answering teacher questions. Teacher Procedures Remind students that they need to come in during lunch or take it home if they were not able to finish. Dismiss student to start cleaning up. -Who enjoyed this unit? -Do you see yourselves painting Surrealism in the future? -What was challenging about this project? Have students share comments and ideas. Inform students that tomorrow we will have a class critique on these projects. Assessment(s): (attach copies of assessment documents, criteria and rubrics) The activity will be taken as an exam grade. Rubric is attached. ILL/504/SpEd accommodations: Modify due dates. All of the steps will be written on the boards for students to turn to. Lesson Overview / teacher notes:
Meret Oppenheim Object (Le Déjeuner en fourrure) 1936 Fur-covered cup Surrealism The Museum of Modern Art, MoMA Highlights, New York: The Museum of Modern Art, revised 2004, originally published 1999, p. 155 Oppenheim's fur-lined teacup is perhaps the single most notorious Surrealist object. Its subtle perversity was inspired by a conversation between Oppenheim, Pablo Picasso, and the photographer Dora Maar at a Paris café: admiring Oppenheim's fur-trimmed bracelets, Picasso remarked that one could cover just about anything with fur. "Even this cup and saucer," Oppenheim replied. In the 1930s, many Surrealist artists were arranging found objects in bizarre combinations that challenged reason and summoned unconscious and poetic associations. Object titled Le Déjeuner en fourrure (The lunch in fur ) by the Surrealist leader André Breton is a cup and saucer that was purchased at a Paris department store and lined with the pelt of a Chinese gazelle. The work takes advantage of differences in the varieties of sensual pleasure: fur may delight the touch but it repels the tongue. And a cup and spoon, of course, are made to be put in the mouth. A small concave object covered with fur, Object may also have a sexual connotation and politics: working in a male-dominated art world, perhaps Oppenheim was mocking the prevailing "masculinity" of sculpture, which conventionally adopts a hard substance and vertical orientation that can be seen as almost absurdly self-referential. Chic, wry, and simultaneously attractive and disturbing, Object is shrewdly and quietly aggressive. http://www.moma.org/collection/object.php?object_id=80997
Surrealist Painting Rubric /10 Originality: The student s work is unique, and it was derived from personal thoughts and designs. /20 Effort: The student s work shows progression over time. The student used time wisely to complete his/her work. /40 Surrealist Connection: The student s work integrates Surrealist techniques and/or ideas. The work demonstrates an effort to reach into the subconscious. /30 Painting technique: The student s work demonstrated effective use of painting skills: values, contrast, color choice, proportion, composition, etc. /100