Music Collage:



DIGITAL IMAGING A

SURREALISM UNIT

LESSON #1 Surrealistic Environment

GRADE LEVEL: 9th-12th

TIME BUDGET: 16 days

INTRODUCTION/ HISTORICAL BACKGROUND:

This assignment is part of a surrealism masking technique unit. Students study surrealism and create their own surrealistic environment using five different masking techniques that are covered during the unit. Students learn how to use masking techniques to improve their knowledge and advance their digital imagery work in Photoshop. Students study famous works of artists including: Salvador Dali and Rene Magritte. Students advance their knowledge of an artistic movement and other visual arts media. Students utilize the Elements of Art and Principles of Design while creating artwork and participate in peer critiques.

CA CONTENT STANDARDS:

Visual Arts Content Standards (Grades 9th -12th Proficient)

1. Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

2. Research and analyze the work of an artist and write about the artist’s distinct style and its contribution to the meaning of the work.

3. Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).

4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.

4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).

OBJECTIVES:

Students will:

• Know factual information about the art movement, surrealism, and surrealist artists.

• Know how to create five different masking techniques.

• Research information on Surrealism.

• Create a list of seven objects they plan to include in their surrealistic environment.

• Complete a colored drawing of their surrealistic environment.

• Create their final project in Adobe Photoshop using masking techniques and importing images from the Internet.

• Participate in a peer critique.

• Write project reflections.

• Participate in creative writing activities

MATERIALS:

|Teacher Provided: |Student Provided: |

|8.5”x 11” drawing paper |Pencils |

|Crayola colored pencils |Notebook paper |

|Adobe Photoshop | |

|Computers | |

| | |

| | |

| | |

SEQUENCE OF INSTRUCTIONS:

MOTIVATION:

Students select their own images to include in their surrealistic environment. Students are encouraged to be creative and design a unique environment. Students learn more advanced masking techniques in Photoshop and apply them to the creation of their surrealistic environments.

DISPATCH:

Students will complete five masking technique exercises prior to creating this project. Students will view a video and Powerpoint presentation on surrealist artists and their work.

DIRECTIONS:

Day 1:

Masking Technique Introduction (Time: 55 minutes)

• I will demonstrate five different masking techniques while students follow along.

• Students will begin to practice on their own using Internet images.

Day 2:

Masking Technique Exercises (Time: 55 minutes)

• Students will practice masking techniques using images from the Samples folder and the Internet.

• Students will create five documents illustrating knowledge of the five masking techniques covered in class.

Day 3:

Masking Technique Exercises/ PowerPoint Introduction (Time: 55 minutes)

• Students will continue to work on five quick masking technique examples.

• Students will view a Powerpoint on Surrealism.

Day 4:

Surrealist Artist Video (Time: 55 minutes)

• Students will view a video on Rene Magritte.

Day 5:

Surrealistic Environment List/ Drawing (Time: 55 minutes)

• Students will create a list and a colored drawing of their surrealistic environment.

Day 6:

Surrealistic Environment Project (Time: 55 minutes)

• Students will find/ manipulate/ create at least seven unusual objects to include in their Adobe Photoshop project.

Day 7-12:

Surrealistic Environment Project (Time: 55 minutes)

• Students will utilize masking techniques to create a surrealistic environment including seven unusual objects.

Day 13:

Creative Writing (Time: 55 minutes)

• Students will create a one-page fictional story about their surrealistic environment.

Day 14:

Peer Fictional Story (Time: 55 minutes)

• Students will create a fictional story based on a peer’s surrealistic environment project.

Day 15:

Peer Critique (Time: 55 minutes)

• Students will participate in a peer critique. Each student will select ten of their classmates’ projects to critique. Each student will give one compliment and one suggestion for improvement to each of the projects selected.

Day 16:

Revisions (Time: 55 minutes)

• Students will revise their projects according to relevant suggestions from their peers.

VOCABULARY:

Surrealism, Masking, Repetition, Elements of Art, Principles of Design, Collage, Foreground, Background, Manipulate, Critique, Art Criticism.

RESOURCES:

• Surrealism Powerpoint presentation, Rene Magritte Video, and Internet.

ASSESSMENT:

The students will be assessed on the following:

• Correct use of masking techniques

• Visual understanding of the surrealism movement

• Design, Craftsmanship, and Responsibility

CRITERIA:

The assessment will be based on the following criteria:

• Design, Craftsmanship, Responsibility, and Overall

RUBRIC:

I. STUDENT ASSESSMENT FOR SURREALISTIC ENVIRONMENT: 100 POINTS TOTAL

|Design |Points |Craftsmanship |Points |Responsibility |Points |Overall |Points |

|1. I have an overall | |1. My environment | |1. I put my best effort | |1. My finished | |

|effective surrealistic| |illustrates knowledge of | |forward while creating | |piece is well | |

|environment. |/10 |five different masking |/10 |this project. |/10 |done. |/10 |

| | |techniques. | | | | | |

|2. My surrealistic | |2. My environment contains | |2. I worked hard during | | | |

|environment is | |imported pictures that have | |the entire class period | | | |

|creative and an | |all been manipulated. | |(I did not consider | | | |

|interesting solution | | | |listening to music, | | | |

|to the art project. | | | |playing games, surfing | | | |

| |/10 | |/10 |the internet, or having |/10 | | |

| | | | |a conversation with my | | | |

| | | | |friend more important | | | |

| | | | |than the assignment.) | | | |

|3. I thoughtfully | |3. My environment contains | |3. I researched | | | |

|selected my subject |/5 |repetition. |/10 |surrealism for this |/10 | | |

|matter. | | | |project. | | | |

|4. I have an | | | | | | | |

|interesting |/5 | | | | | | |

|composition. | | | | | | | |

| | | | | | |Total | /100 |

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