Surrealism:  
 A  Journey  into  the  Subconscious  
 
10-­‐Day  Unit  
Art  II,  III,  &  IV  
February  27,  2013  -­‐  March  15,  2013  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Elise  Kielek  
Leonardtown  High  School  
Table  of  Contents  
 
Unit  Overview  and  Class  Profile                   3  
Rationale                         4  
Concept  Map                         5      
Standards                         6  
Unit  Goals  and  Essential  Questions                     7  
Lesson  1:  Introduction  to  Surrealism  and  Historical  Surrealists           8  
Lesson  2:  Historical  Moving  into  Contemporary  Surrealists  and  Writing  a  Dream                            10  
Lesson  3:  Surrealist  Photography,  Street  Art,  Forcing  Perspective  and  Compositions                          12  
Lesson  4:  Using  Inspiration  Photos  to  Draw  in  Surrealism                                  15  
Lesson  5:  Using  Media  to  Convey  Emotion  in  Surrealism                                  17  
Lesson  6:  In  Progress  Discussion,  Reviewing  of  Key  Characteristics  of  Surrealism                            19  
Lesson  7:  Reviewing  Historical  Artists  and  Discussion  of  Final  Details                              21  
Lesson  8:  Surrealism  in  Sculpture  and  Preparing  for  Critique                                23  
Lesson  9:  Final  Critique  and  PQP                                        25  
Lesson  10:  Reflection,  Evaluation,  and  Journaling                                      28  
 
 
Appendix  A:  Surrealism  Worksheet                                          30  
Appendix  B:  PowerPoint  Presentations  
  Day  1  and  2  PowerPoint:  Intro  to  Surrealism  and  Surrealists                              33  
  Day  3  PowerPoint:  Photography  and  Composition                                  37  
  Day  5  PowerPoint:  Media  and  Emotion                                    40  
  Day  7  PowerPoint:  Review  of  Historical  Artists                                    42    
  Day  8  PowerPoint:  Surrealist  Sculpture                                    47  
  Day  9  PowerPoint:  Critique  Criteria                                                    50  
Appendix  C:  Student  Self-­‐Evaluation  Sheet                                      52  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

  2  
Unit  Overview  and  Class  Profile  
 
Surrealism   is   an   art   movement   that   began   in   the   1920s   and   continues   today   in   many  
forms.     This   movement   is   characterized   by   dreamlike   content,   juxtaposition   of   unlike  
objects,   and   emotionally   evocative   compositions.     Throughout   this   unit,   the   students  
will  be  exploring  the  history  of  Surrealism  through  various  famous  Surrealist  artists  such  
as  Salvador  Dali,  Frida  Kahlo,  and  Max  Ernst.    They  will  be  forming  ties  between  these  
historical   surrealists   and   those   who   are   making   art   in   the   world   today   (the  
contemporary   artists).     Through   the   study   of   various   contemporary   artists   such   as  
Banksy,   Carl   Warner,   and   Sandy   Skoglund,   the   students   will   begin   to   see   ways   that  
Surrealism  can  be  incorporated  into  their  own  work,  not  only  during  this  unit  but  also  in  
the  future.      
 
Throughout   the   various   lessons   of   this   unit,   the   students   will   be   building   the   skills   to  
create  their  final  Surrealist  18”  x  24”  artwork.    They  will  combine  various  skills  such  as  
juxtaposition  and  compositional  techniques,  multi  media  exploration,  and  emotional  use  
of  color  to  create  this  final  piece.    The  unit  will  end  with  a  lesson  based  on  art  criticism  
through   which   the   students   will   practice   the   skills   of   talking   about   their   artwork   and  
providing  constructive  and  useful  feedback.  
 
This   unit   is   written   for   Art   II,   Art   III,   and   Art   IV   students,   but   contains   materials   that  
could  be  adapted  to  a  variety  of  levels.    In  my  placement  at  Leonardtown  High  School,  
this  lesson  was  geared  toward  my  6th  period  class,  which  contained  a  mixture  of  Art  II,  III,  
and   IV   students.     Due   to   this,   the   lesson   plans   contain   differentiated   criteria   for   the  
various  levels.    The  class  to  which  I  am  gearing  this  unit  is  a  fair  representation  of  the  
school’s  population.    The  ethnic  breakdown  at  Leonardtown  High  School  is  10%  Black,  
81%  White,  3%  Asian,  3%  Hispanic,  and  3%  Other.    My  6th  period  class  has  79%  White,  
17%   Black,   4%   Asian.     This   class   only   has   two   students   with   disabilities   and   they   require  
very  little  modification  and  accommodation  in  the  art  classroom.    
 
The   classroom   environment   of   my   6th   period   is   very   playful   and   talkative.     There   is   a  
great   deal   of   energy   and   the   lessons   were   created   to   harness   and   utilize   this  
environment  in  a  positive  way.    Many  of  the  lessons  allow  for  open  discussion,  which  is  
plentiful   during   this   class   setting.     The   classroom   is   laid   out   with   6   main   tables   seating   4  
students  each  and  one  table  at  the  back  of  the  room  that  seats  6  students.    The  Art  IIs  
tend   to   sit   toward   the   front   of   the   class   while   the   Art   IIIs   and   IVs   tend   to   gravitate  
toward   the   larger   table   at   the   back   of   the   room.     These   IIIs   and   IVs   are   much   more  
talkative  and  harder  to  bring  to  attention  than  the  Art  IIs.    I  took  this  into  account  when  
writing   the   lessons   and   when   placing   myself   around   the   room   during   discussion   and  
delivery   of   content.     For   the   most   part   all   of   the   students   in   this   period   are   very  
respectful   and   eager   to   learn.     They   generally   enjoy   visuals   and   discussion   based  
projects  so  I  tried  to  incorporate  as  much  of  these  as  possible.  
 

  3  
 Rationale  
 
So,  why  did  I  choose  to  teach  my  unit  on  Surrealism?    
 
My   placement   is   predominantly   taught   in   a   very   traditional   way.     With   regard   to   Art  
educational   theory,   it   definitely   has   more   ties   to   Discipline   Based   Art   Education   than  
child-­‐centered  laissez  faire.    In  the  classroom  at  my  placement,  students  are  often  ask  to  
work  directly  from  an  inspiration  image  and  replicate  as  closely  as  possible.    There  is  a  
heavy   emphasis   on   art   production   and   art   history,   but   very   little   attention   to   using  
student  emotion  and  expression.    
 
I   do   have   strong   beliefs   that   students   must   learn   techniques   in   the   art   classroom   and  
that  looking  at  subject  matter  is  absolutely  essential.    They  should  be  learning  how  to  
paint,   shade,   and   construct   while   looking   at   inspiration   (be   that   an   image   or   working  
from   a   physical   inspiration).     These   skills   are   amazing   and   something   that   I   wish   I   had  
pushed  harder  myself,  at  their  age.    However,  I  also  believe  that  art  should  dig  deeper  
than   this   simple   practice   of   replication   and   technique.     Art   must   address   the   student   on  
a  personal  level  so  that  they  can  form  ties  and  find  strong  relevance  to  the  subject  at  
hand.     They   must   know   that   the   artwork   is   coming   from   inside   of   them   and   that   they  
have   the   ability   to   create   and   problem   solve   on   their   own.   Because   of   this,   I   chose   to  
explore  Surrealism  with  my  students.      
 
Surrealism   gives   the   students   an   opportunity   to   explore   the   world   of   their   dreams   in  
their  artwork.  It  bridges  the  act  of  teaching  technique  with  the  exploration  of  content  in  
which   the   students   find   interest.   This   unit   is   an   example   of   allowing   students   to  
investigate  a  historical  period  while  forming  their  own  compositions,  exploring  material,  
and   creating   their   own   world.     I   am   hoping   it   will   help   them   find   pride   in   their   work  
through   the   fact   that   they   have   invented,   imagined,   and   explored   a   Surrealistic  
landscape   based   on   their   own   dreams.   I,   myself,   am   extremely   interested   in   this   idea   in  
my  own  personal  artwork  and  feel  confident  that  I  can  convey  this  interest  through  my  
presentation  of  the  topic.      
 
 
 
 
 
 
 
 
 
 
 
 
 

  4  
Concept  Map  

 
 

  5  
National  Standards  and  Common  Core  State  Standards  
 
This  unit  addresses  the  following  National  Standards  for  Visual  Arts:  
 
Content  Standard  #1:  Understanding  and  applying  media,  techniques,  and  processes  
Content  Standard  #3:  Choosing  and  evaluating  a  range  of  subject  matter,  symbols,  
and  ideas  
Content  Standard  #4:  Understanding  the  visual  arts  in  relation  to  history  and  
cultures  
Content  Standard  #5:  Reflecting  upon  and  assessing  the  characteristics  and  merits  
of  their  work  and  the  work  of  others  
 
 
This  unit  addresses  the  following  Maryland  Common  Core  State  Standards  for  Reading  
and  Writing:  
 
W1  CCR  Anchor  Standard  Write  arguments  to  support  claims  in  an  analysis  of  
substantive  topics  or  texts,  using  valid  reasoning  and  relevant  and  sufficient  
evidence  
CCSS.ELA-­‐Literacy.SL.9-­‐10.1  Initiate  and  participate  effectively  in  a  range  of  
collaborative  discussions  (one-­‐on-­‐one,  in  groups,  and  teacher-­‐led)  with  diverse  
partners  on  grades  9–10  topics,  texts,  and  issues,  building  on  others’  ideas  and  
expressing  their  own  clearly  and  persuasively.  
CCSS.ELA-­‐Literacy.WHST.9-­‐10.10  Write  routinely  over  extended  time  frames  (time  
for  reflection  and  revision)  and  shorter  time  frames  (a  single  sitting  or  a  day  or  
two)  for  a  range  of  discipline-­‐specific  tasks,  purposes,  and  audiences.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

  6  
Unit  Goals  and  Essential  Questions    
 
 
Unit  Goals:  
 
 To  learn  about  historical  and  contemporary  artists  who  use  surrealistic  
components  in  their  artwork  
 To  draw  content  for  a  surrealist  painting  from  a  written  dream  or  fantastical  
story  
 To  apply  elements  of  perspective,  proportion  and  composition  to  their  final  
surrealistic  work  
 To  apply  an  understanding  of  media  to  convey  the  emotion  and  feelings  of  a  
dream  or  story  
 To  reflect  upon  and  assess  the  characteristics  and  merits  of  peer  work  through  a  
final  critique  
 
 
Essential  Questions:    
 
∆ How  are  the  key  characteristics  of  Surrealism  represented  in  the  works  of  the  
famous  historical  Surrealists?  
∆ How  can  writing  and  journaling  play  a  part  in  the  creation  of  Surrealism  and  
various  other  forms  of  art?  
∆ How  can  understanding  composition  help  to  create  a  more  cohesive  artwork?  
∆ How  can  understanding  and  experimenting  with  various  media  and  color  
schemes  affect  the  overall  mood  of  an  artwork?  
∆ How  can  critique  and  reflection  help  students  make  sense  out  of  their  artistic  
process?  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

  7