Title of Learning Segment: Surrealist Vessel: Self-Portrait Grade or Class: Drawing 1

Prior Knowledge Facial features, proportions, contour, value

Central Focus/Big Idea Creating a self-portrait as a surrealist vessel for the unconscious mind.
Learning Segment Overview
 Lesson 1 (Day 1) Overview of surrealism and project. Review of face. Sketch self-portrait.
 Lesson 2 (Days 2-3) Workday with guided in-process critique.
 Lesson 4 (Day 4) Final workday and writing artist statements.
Standard: Learning Objective Assessment
NVAS: HS Accomplished VA:Cr1.2.IIa SWBAT choose the
Choose from a range of materials and materials and compositions to Summative:
methods of create a successful self- Students choose
traditional and contemporary portrait created with surrealist their surrealist
artistic practices to plan works of art and qualities. qualities and apply
design. the organization of
SCVAS: Indicator VA.CR AL.1.1 SWBAT apply the facial features.
I can apply organizational strategies that organization of facial features Assessment will
communicate to create a proportional self- use a rubric to
a personal meaning, theme, idea, or portrait that expresses assess their piece
concept. surrealist themes. and artist
statement.
Academic Language Demands, as applicable:
1. Language Function Students will choose and apply techniques from surrealism and
portraiture.
2. Vocabulary
 Vessel- a hollow container, especially one used to hold liquid, such as a bowl or cask
(dictionary.com)
 Surrealism- A twentieth-century literary, philosophical and artistic movement that
explored the workings of the mind, championing the irrational, the poetic and the
revolutionary (tate.org.uk)
 Unconscious mind- a reservoir of feelings, thoughts, urges, and memories that outside
of our conscious awareness (verywellmind.com a model of a person (dictionary.com))
 Effigy- a model of a person (dictionary.com)
3. Discourse Students will use academic discourse conversationally and through their artist
statement.
4. Practice Students will practice in their in-process critique and through their artist statement.
5. Theory/Theorists
Vygotsky’s Zone of Proximal Development is used in this lesson to scaffold student knowledge
of contour, value, and facial features into a higher order thinking that is referential to art history.
Freud’s “Theory of the Unconscious Mind” will be a jumping off point for this lesson as it is a
main anchor of surrealism.
6. Key Materials
Lesson 1 Lesson 2 Lesson 3
PowerPoint, exemplar self- Rubric, iPad, drawing paper, Rubric, drawing paper,
portrait, printer, iPad, google graphite pencils, colored graphite pencils, colored
classroom pencils pencils

Lesson I of 3
Standard Objective Assessment
NVAS: HS Accomplished SWBAT choose the I will walk around and
VA:Cr1.2.IIa materials and observe student sketches
Choose from a range of materials and compositions to create a and ask students specific
methods of traditional and contemporary successful self-portrait questions regarding to
artistic practices to plan works of art and created with surrealist their work.
design. qualities.

Instructional Strategies and Learning Tasks: Introduction

Introduction
 Students will enter the classroom and sit in their typical seats.
 I will begin instruction on the surrealist movements, using a Powerpoint presented on the
Smartboard to illustrate my points. The main points I will focus on are the historical
reasonings for the surrealism movement and an emphasis on Sigmund Freud’s “theory
of the unconscious mind.”

Teacher Instructions
 Following the introduction to surrealism, I will call students up to my desk so they can
see my demonstration.
 I will review proportions of the face by demonstrating how to draw a face.
 While I draw, I will ask students to tell me where the facial features go to review. I will
ask questions like: does the eye closer to the forehead or center of the face? What
shape are the eyes? How do the nostrils line up to the eyes? Etc.
 Following this demonstration and review, I will show an exemplar and explain my
expectations for this project:
o At least 60 percent representational with surrealist elements incorporated
o No cliché tendencies: no hinged head with “stuff” flying out, no objects
obstructing the face
o Must be of the self; no portraits of others
 While showing my exemplar, I will explain that my self-portrait does not completely look
like me. The portrait does bear a resemblance though. I will explain that the portrait does
not need to look exactly like the artist as long as it is proportionate and bears a
resemblance.
 I will ask students to return to their seats.

Independent Practice
 For this section of the lesson, my host teacher will have typed up a list assigning
iPad numbers to students.
 After demonstrating and explaining my expectations, I will call students up number by
number to receive their assigned iPad. They will sit down after receiving their iPad.
 After all students have an iPad, I will explain that students will be taking front-on portraits
of each other to use as references for the project.
 I will call up a trusted volunteer to help demonstrate how to take a portrait of another
student.
 o The student will be the photographer of the portrait.
 The student will be parallel and facing me head on.
 I will have the student take a picture of me with my eyes looking into the
lens and the camera about a foot and a half away from me.
 I will show students what this picture looks like, pointing out the negative
space.
o This demonstration will explain to students that selfies, profile shots, and any
inappropriate angles are not acceptable for this assignment.
o After taking the picture, the photographer volunteer will sit down.
 Students will have ten minutes to take a picture of their partner, making sure to switch
iPads before taking the picture so they can submit it to Google Classroom afterwards.
 They will have an extra five minutes to submit a picture of themselves to Google
classroom.
 After students submit their image, I will print the images for them.
 For the remainder of class, students will practice their self-portrait sketches in their
sketchbooks.
o I will be walking around to help them and offer critique.

Closure
 With five minutes remaining of class, students will begin to clean up.
 I will call students table by table to put their iPads in the corresponding numbered spot
on the iPad cart.
o I will tell students that they will have lunch detention if they do not put their iPad
back in the correctly numbered spot and plug it in. This will prevent the iPads
from dying and being damaged or unusable for the next class.
 After students put up their iPads, they will tape their self-portrait reference into their
sketchbook and put it away either in the “in-progress” drawer or their backpack.
 Students are to remain seated until the bell rings.

Lesson 2 of 3: Midway Point

Standard Objective Assessment
NVAS: HS Accomplished SWBAT apply the Formative: Verbal review of
VA:Cr1.2.IIa organization of facial surrealism, in-process peer
Choose from a range of materials features to create a critique
and methods of proportional self-portrait
traditional and contemporary that expresses surrealist
artistic practices to plan works of art themes.
and design.

Instructional Strategies
Context
Mentor teacher will have led a week of instruction of this lesson segment throughout the week.
At this point, their contour should already be finished, and they will be beginning on color.

Introduction
Bell Ringer (before class)
 The bellringer for this lesson plan will be for students to pick up their iPads and their in-
progress project.
 Their goal for the day will be posted on the Smartboard- finish 2/5 of the color. Students
will begin coming in and I will greet them at the door to greet them and tell them to follow
the instructions posted the board as they come in.
 After they come into the room and grab their iPads, they will sit in their typical seats.
After the Bell Rings
 I will ask students to put down their iPads and pay attention to me, then wait for them to
get quiet.
 I will begin a verbal review of surrealism, asking questions such as “What theory was
surrealism based on?” These questions will serve as formative assessment.
 I will verbally review the goals for this lesson, mainly focusing on craft, value, and the
40:60 ratio of surrealist qualities to naturalistic qualities.

Independent Practice and Connecting, Sharing, Presenting

 Following review, students will continue working on their final project.
 As students are working, I will call one table at a time into the hallway to perform an in
process critique.
 I will review guidelines for critiquing:
o Criticism should be constructive
o Every participant is an active participant
o No participant should be defensive about their work, as criticism is for the
betterment of the art
 Students will stand approximately 2 feet away from each work and silently analyze each
piece for at least 15 seconds. I will remind them to remember the project goals. Once
every student has analyzed each work, we will progress to a verbal critique.
 For each piece, I will ask, “What is going on in this piece?” “What is working well?” “What
can be improved?” Once one piece is critiqued, we will continue to the next piece. This
will keep going until students critique every piece.
 Once the group in the hallway has been critiqued, they will return to their table and I will
call another table out.
 While a group is critiquing, students in the classroom will be working on their project.
 o My host teacher will be supervising them.

Conclusion
 With five minutes remaining of class, students will begin to clean up.
 I will call students table by table to put their iPads in the corresponding numbered spot
on the iPad cart.
o I will remind students that they will need to stay for lunch detention if they do not
put their iPad in the corresponding spot.
 After students put up their iPads, they will put away their sketchbooks and in-progress
works.
 Students are to remain seated until the bell rings.

Lesson 3 of 3: Conclusion
Standard Objective Assessment
NVAS: HS Accomplished SWBAT apply the Summative: Completed and
VA:Cr1.2.IIa organization of facial submitted artist statement
Choose from a range of materials features to create a and project will be evaluated
and methods of proportional self-portrait using two rubrics
traditional and contemporary that expresses surrealist
artistic practices to plan works of art themes.
and design.

Instructional Strategies
Context: Mentor teacher will have led a week of instruction between lesson two and lesson
three. Students should be about 4/5 of the way finished with color.

Introduction
Bell Ringer (before class)
 Before class begins, I will post a bell ringer on the board.
o The bellringer will say:
o Grab your sketchbook and iPad and brainstorm your answers to these questions:
 What is the medium of your piece?
 What is the title of your piece?
 Why did you add the surrealist elements you did?
 As students come in, I will stand at the door to greet them and ask them to follow the
instructions on the board.
After the Bell Rings
 I will verbally ask students to write their answers to the questions on the board in their
sketchbooks.
 Students will have 5-10 minutes to work on this, depending on how many people finish
quickly. I will wait until most students are finished writing to continue.
o Late finishers will be able to continue writing after instruction.
Teacher Instruction
 While I pull up a PowerPoint presentation to help introduce artist statements, I will ask
students why they think I had them write today.
o I will also ask them what they think an artist statement is and what its use is in
art.
 After accepting a few answers, I will transition into explaining exactly why artists use
artist statements:
o 1) to explain the point of the piece to the viewer
o 2) to emphasize the intention of your work
 Following this, I will show students my example of an artist statement for my exemplar
piece for this lesson, explaining that I incorporated all the answers to the questions I
asked them to write down in the bell ringer.
o I will explain that they already have an outline for their artist statement from the
bell-ringer.
 I will also show examples of a professional artist statement so students understand how
professionals write.
Independent Practice
 I will ask students to pull up Google Docs on their iPads and write a one paragraph artist
statement.
o This should take 10-15 minutes. I will walk around to monitor iPad usage.
  After students have finished writing their artist statements, they will finish their surrealism
project.
Closure
 By the end of this class period, students should have a completed self-portrait with an
artist statement.
o If either of these two tasks are not completed, students will need to come in
during the school’s free period to finish.
 With five minutes remaining of class, I will ask students table-by-table to put away their
iPads and turn in their work.
o I will remind them to put the iPad in the correct spot to avoid lunch detention.
 Accommodations Universal Design for Learning used in this art lesson.
 Representation: Daily instruction will be given verbally and supporting visual information will
be posted on the Smartboard (i.e. PowerPoints)
 Engagement: Students will be able to engage with this piece any appropriate way that they
choose as long as they achieve a face that is at least 60 percent representational.
 Expression: Students will show their knowledge of surrealism, portraiture, contour, and
value through a facial study with surrealist elements. They will only use color in the
background and value in the foreground.
 Individual student with special needs: For a student with autism who needs simplified
instruction, I will ask him to create a self- portrait with no surrealist qualities, so the
guidelines are more structured. He will be encouraged to create a background with surrealist
qualities.

Artifacts/teacher or student made Teacher made PowerPoint on surrealism, exemplar self-

portrait, demo self-portrait, rubric for project and rubric for artist statement