Lesson Plan

Theme: Surrealism

Time: 45 min

Grade: Two
Rationale:
The purpose of this art lesson is for students to interpret and make sense of
visual stimuli and develop perceptual awareness of the contrast between
reality and dreams.
Specific Objectives/Concepts:
Depiction
Component 4 Main Forms and Proportions
D. Animals and plants can be represented in terms of their proportions.
Composition
Component 7 Emphasis
C. Contrast subject matter with the ground for emphasis.
Component 8 Unity
C. Repetition of qualities such as colour, texture, and tone produce
rhythm and balance.
Expression
Component 10 (ii) Subject Matter
Students will develop themes, with an emphasis on personal concerns,
based on: A) Plants and animals, B) Environment and places, C)
Manufactured or human-made things, D) Fantasy, E) People.
Component 10 (iii) Media and Techniques
Drawing: A) Use drawing media in combination with other media such
as painting, print, making or fabric.
Painting: B) Learn simple brush skills: holding and unloading the brush,
applying paint, cleaning the brush; experiment with the medium to
explore its possibilities; use paint in combination with other media and
techniques

Time of Year:
Due to the cross-curricular connection of insects, it is recommended that this
lesson be completed in late Spring/Summer.
Materials:
Watercolour paints
Watercolour brushes
11' x 14' white art paper
Wax crayons
Copy of 'The Elephants' by Salvador Dali
SmartBoard or projector
Anticipatory Set:
In the preceding lesson, students would have had an opportunity to
create a collage that incorporates elements of surrealism and they
would have been displayed around the classroom or out in the hallway,
depending on space. Facilitate a five minute art walk of student's
collages to refresh their memories of surrealism from the previous art
class.
Generate a class discussion of the artwork they viewed, focusing on the
elements within the collages that demonstrate surrealism, how the
collages looked like they were dreamed.
Display The Elephants by Salvador Dali on the SmartBoard or
projector, and allow a short amount of time for students to view the work.
Ensure every student has an opportunity to see it by displaying it at a
large, clear size.
Prompt students to make connections between the surrealist elements
in their collages, and this painting. Discuss the dream-like elements (ie.
Long legs of the elephant, large elephant in comparison to ground, etc.)
Remind students about their current Insects unit in Science. Brainstorm
characteristics of various insects that could be changed to be more
surreal. Create a list on the board as a reference tool for students to use
during their art making activity. Various responses could include legs,
wings, antennae, eyes, etc.
Lead into the art making process by informing students that they will be

creating their own surrealist painting, using what they know about
insects from Science as inspiration.
Instruct students to gather around a table for a demonstration of what
they will be expected to do. Students will be using a wax crayon of any
colour to draw two desired insects onto a piece of 11' x 14' white art
paper. Demonstrate by drawing two insects, using key words such as
balance and unity. Refresh their memory on how to use watercolour
paints by showing how they must dip their watercolour brush into a cup
of water, and then into the paint. Paint overtop of the crayon, using
various colours, to show how the watercolour is repelled from the wax,
leaving a clear image of the insect. Ensure students understand that
they must draw two insects and both insects must have the same
exaggerated characteristic (both with long legs, big wings, etc.) to create
balance.
Before students get started, direct their attention over to the 'Helper
Chart'. Jobs entitled 'Paintbrush Police', 'Sink Monitor', 'Drying Rack
Helper', 'Water Cup Captain' are posted with a student from each table
group's name next to it. Remind them that these are their jobs for cleanup at the end of the lesson, but students would already be familiar with
this system of choosing helpers for clean-up.
Pass out the plastic basket of needed supplies to each table, along with
enough paper for each student.

Art Making Processes:

During this portion of the lesson, students will be using their wax crayon
of any colour to draw their desired two insects on their piece of paper.
They will then choose 2-3 colours to paint overtop of the crayon, using
watercolour paints and a watercolour brush.
As students are working on their art, circulate the room and ensure that
students are using correct brush skills while holding the brush, loading it
with paint, and cleaning it. Ensure that they are not working with the
paintbrush too wet or too dry. Listen for discussion of their various
surrealist elements.
When the allotted time for art-making is up, instruct students to begin
clean-up. They will perform their assigned jobs on the 'Helper Chart'.
Have students leave their artwork on their desks for the remainder of the
class.

Closing Activities:
After clean-up is complete, students will return to their desks.
Prompt a discussion of some of the characteristics they chose to make
surreal.
Have students walk around the classroom and observe the artwork of
their peers.
Instruct the 'Dryer Rack Helper' at each group to pick up the artwork and
place the papers on the drying rack.
Adaptations/Differentiations:
Physical Limitations:

An adaptation or modification that can be made for a student with

physical limitations, such as a lack of fine motor-control, could be to use
modeling clay or plasticine as a gripper for the crayons and paint
brushes. Since many students with fine motor-control disabilities cannot
hold a tight grip on these tools, due to the size of the object and the
precision needed for manipulation, wrapping clay or plasticine around the
crayons and paint brushes would provide these students with a surface
that would be more conducive for grasping and holding such objects, and
would allow them to fully participate in the lesson.
English Language Learner:

Our English Language Learner has been exposed to the English

language for two years. They understand short conversations based on
familiar topics, but still rely on gestures and non-verbal cues to continue
a conversation. They are below grade level for reading, and still require
visual cues to assist in understanding. To adapt this lesson for this
student, we will use visual cues to demonstrate the difference between
the words 'real' and 'surreal'. Showing a display of picture references that
relate to each word will help this student comprehend the task ahead.
Visual cues for 'real' could consist of any natural or man-made object that
is found in an everyday environment that is applicable to this particular
student, such as a tree or a dog. Visual cues for 'surreal' could be
monsters, fairy tale creatures, or anything strange found in a dream.

Assessment:

Production:
A) Craft: Students will be assessed based on their use and control of the
watercolour paints. Students will be able to show some proficiency with
the materials provided in this lesson. Students should be able to control
a watercolour paintbrush. Students will also be assessed on their choice
of insect characteristic to make appear surreal.
Perception:
B) Awareness of Qualities of Materials: Students will be assessed on
their perception through the recognition that wax crayons and
watercolour paints are two different materials that produce different
effects on paper.
Reflection:
B) Ability and Proclivity to Take on Role of Critic: Students will be able to
view and appreciate works of others, including their peers, and can
discuss the elements of a work that appeal to them. Students will be able
to view the artwork of their peers and be inspired by it for their future artmaking activities.
Approach to Work
A) Engagement: Students will be able to demonstrate that they are
engaged in their project, and demonstrate significant effort during the
process of creating their artwork.