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Lesson Number, Grade Levels, Title, and Duration:

Lesson: 2
Grade: 9th
Title: Surrealism and Unique Dreams
Duration: Two 50 minute class periods

II. Lesson Rationale:

Students will begin to discuss Surrealist artworks using artful thinking techniques. These
techniques give the students broad questions to answer when looking at an artwork. There are
no wrong answers in this method; this allows the students to give up their fear of being wrong.
The students will discover how unique each individual's dreams are through the analysis of the
Surrealist artwork. After analyzing the artwork, students will learn techniques with watercolor to
create unique textures. By learning these watercolor techniques and understanding the
uniqueness of dreams, students will build on their knowledge for a successful final art piece.

III. Key Concepts:

Each dream is unique.
Surrealist Artists use dreams as inspiration for their art.

IV. Essential Question:

What makes dreams unique?
How do surrealist artists depict dreams?

V. Lesson Objectives:
Students will be able to analyze surrealist artworks and their depiction of dreams by
using artful thinking strategies and participating in a class discussion. This objective will be
assessed by the number of times the student participated and the way the student summarized
their ideas during the discussion.

Students will be able to create and explore unique textures with techniques using
watercolor by creating a sampler sheet of six chosen textures on a single sheet of watercolor
paper. This objective will be assessed by the student completing six different texture techniques
in watercolor.

VI. Specific Art Content:

Kay Sage - I Saw Three Cities, Surrealism, Watercolor techniques, Color mixing, Texture

VII. Resources & Materials for Teacher:

Book containing artwork image of Kay Sage - I Saw Three Cities - Surrealism curated by
Constance Schwartz and Franklin Hill Perrell
Definition of Surrealism - Gardners Art Through the Ages
Surrealism Video -
Artful Thinking See-Think-Wonder worksheet
Watercolor technique video -

VIII. Resources & Materials for Students:

Watercolor paints
Paint brushes
Watercolor paper
Table and Epsom salt
Rubbing Alcohol
Plastic bags
Crayons/Colored pencils
Paper Towels
Painters Tape

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation:
Students will come in and a short Surrealism video will be played from youtube. Students will
reflect on the video in their journals on a separate page from dream writings. What is
surrealism? What type of art did they create?
2. Guided Practice
Instructor will provide an example analysis of an artwork using the See-Think-Wonder
strategy. I see ... I think it means I wonder what happens next. Have a student call out
an artist or artwork, instructor will give an interpretation over a work without having time to
research its background. Providing an example of how to use this strategy will help them in
creating their own meaning from the next artwork shown. Ask students do you think that I knew
everything about that work of art? No, I did not, I used this technique to help me look at the
artwork and make an interpretation based on visual references.
3. Independent Practice
Students will be given a copy of a See-Think-Wonder worksheet and a large image of
Kay Sage - I Saw Three Cities will be displayed. Students will have five minutes for each section
of the worksheet. At the end the class will discuss as a whole the students findings. By having a
class discussion, the instructor will know what prior knowledge the students have with elements
and principles of design, symbolism, and art history.
4. Closure
Instructor will give a short analysis of discussed artwork, while pointing out student
observations. Give a short talk over surrealism to reiterate what the video presented at the
beginning of class. Remind them of the project coming up and state that the more information
you have in your dream journal the better. More ideas gives the students more to pick from or
draw links to when creating a final artwork.
5. Formative Evaluation
Instructor will have students write a half-minute note card at the very end of class. On
this card the student will write the most important thing they learned during class and what
crucial question still needs to be answered (Beattie 1997 pp 86). With these notecards the
instructor will consult and see what concepts students struggled to understand. For example, if
they struggled to see the connection to the artwork and dreams, the instructor would perhaps do
a warm-up activity at the beginning of next class to reinforce and clarify the knowledge.
6. Classroom Management Procedures
The instructor will keep the students on task by looking for discussion participation and a
filled in worksheet of ideas that correspond with each of the sections.

Day 2
1. Introduction/Motivation:
Watercolor demo at the front of the room. Students will gather to see the instructor create
multiple kinds of textures using watercolor techniques. These techniques include adding table
salt, rubbing alcohol, Epsom salt, crayon resist, spraying water, and using plastic wrap. By
learning these techniques, students will see how unique each method is and relate it to the
uniqueness of their own individual dreams. Students will be required to create a sample sheet of
six watercolor textures shown in the demo and video available for students to watch.
2. Guided Practice
Students will have some time to play and mess around with the watercolors. They will
have the option to test out each method, combine them, or just get a feel for the medium.
3. Independent Practice
Students will section off a 11X15 Inch watercolor paper into six sections, the student may
choose six different techniques demonstrated to try in each section. The student must label the
section with what technique they chose to use.
4. Closure
Students will conduct a walk about - walk around and glance at each student's
techniques they have chosen and how they are experimenting with the medium. Students may
reflect by asking fellow classmates, How did you create this? How did you get this color?
5. Formative Evaluation
Instructor will be mobile in the room helping students when they have questions or look
as though they are confused with the assignment. Encourage mixing colors to create their own
or trying two techniques together and see what happens. Instructor will gauge for understanding
during the walkabout with students. What are you having trouble with? What can you do to fix it
next time?
6. Classroom Management Procedures
Students will know rules for painting, only on the paper, not on tables, clothing, or the
person next to you. If a student breaks the painting rules, they will sketch ideas for their final
project for the remainder of the period.

Day 3
1. Introduction/Motivation:
Students will gather their materials, the play watercolor paintings, and their in progress
sectioned off watercolor technique paintings. Before anyone touches or begins working, ask the
class, how has your painting changed now that it is dry? Short discussion over differences
between wet and dried watercolor images. What happened of you put too much water? Too little
water? Give time to reflect and for the students to problem solve before they begin working.
2. Guided Practice
Students will think about responses to questions like, how does watercolor painting
make you feel? Do you see any relation to the dream like quality of watercolor and your
dreams? Explain in dream journal.
3. Independent Practice
Students will finish their watercolor technique practice; if another demo is needed
instructor will provide one. Students will also have access to the watercolor technique video to
access as they need it.
4. Closure
Students will set their paintings on the drying rack and begin to clean up their materials.
Instructor will remind students that these techniques are important and can be used and
combined to add dimension to your works.
5. Formative Evaluation
Students will be finished with their technique paintings at the end of the class period.
Instructor will check to ensure students followed instruction by glancing at work on the shelves
and while students are working. If a majority of the students are still not done, consult with
individual students to be sure they understand the medium and the assignment. If needed, allow
them time in the next class period to complete their work.
6. Classroom Management Procedures
Students will be reminded of appropriate behavior when painting with watercolors.
Proper methods will be used when cleaning brushes and tables.

X. Summative Assessment and Evaluation:

What do I want to know?
If the students used the see-think-wonder worksheet to analyze the surrealist artwork.
If the students created six unique textures with watercolor on a large sheet of watercolor paper.
How will I know it?
By reading over students responses on the see-think-wonder sheet and if they participated in
the class discussion
By looking at the image and seeing six different texture techniques used.
How will I record it?
By using a checklist

Checklist for Lesson 2 - Surrealism and Unique Dreams

Did the student fill out the think-see-wonder worksheet with ideas that relate to the assigned
The student wrote 2-3 sentences in each column that are relevant to the artwork shown in class.
Did the student create six different watercolor textures using techniques shown in video or by
The student used watercolor
The student techniques shown in class or on video
The student created six different textures

XI. Interdisciplinary Connections:

Language arts- writing observations and analysis of artwork

XII. References & Resources:

Croix, H. D., & Tansey, R. G. (1991). Gardner's Art Through the Ages (9th ed.). Orlando, FL:
Harcourt Brace Jovanovich College.

Schwartz, C., Perrell, F. H., & Lekatsas, B. (2000). Surrealism: September 29, 2000-January 14,
2001, Nassau County Museum of Art. Roslyn Harbor, NY: Nassau County Museum of Art.

Tate. (2014 April 24). Exploring Surrealism with Peter Capaldi | Unlock Art [Video File].
Retrieved from

Mr. Otter Studio. (2014 Jul 22). 13 Watercolor Techniques [Video File]. Retrieved from


(b) Introduction.
(1) & (2)

(c) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual
literacy skills using critical thinking, imagination, and the senses to observe and explore the
world by learning about, understanding, and applying the elements of art, principles of design,
and expressive qualities. The student uses what the student sees, knows, and has experienced
as sources for examining, understanding, and creating original artwork. The student is expected
(B) identify and understand the elements of art, including line, shape, color,
texture, form, space, and value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artwork; and
(D) make judgments about the expressive properties such as content, meaning,
message, and metaphor of artwork using art vocabulary accurately.
(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of diverse
cultures. The student is expected to:
(B) describe general characteristics in artwork from a variety of cultures, which
might also include personal identity and heritage;
(4) Critical evaluation and response. The student responds to and analyzes the artworks
of self and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and
other artists such as that in museums, local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork using a verbal or written method of critique
such as describing the artwork, analyzing the way it is organized, interpreting the artist's
intention, and evaluating the success of the artwork;

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 7: Perceive and analyze artistic work.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding