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Unit Cover Page

Unit Title: Lets Get Surreal! Grade Level: 3rd Grade Subject/Topic Areas: Art/Surrealism Time Frame: (8) 45 minute class periods Key Words: Imagination, Surrealism, Dali, Collage, Language Arts Designed by: Alexis Vega

Unit Summary: Imagination


We use our imaginations all the time. We use it when we dream, we use it when we are bored, we use it when we need an escape, we use it when we want change, and we use it when we fantasize. We use it when we plan, scheme and think. Unlike many other things in life, Imagination has no rules, no boundaries. It is limitless, free from control and boundaries of rules. It involves the forming of especially wondrous or strange images and it is unrestricted by reality. Imagination commonly uses magic and surreal phenomena as a primary element. It may trickle into a seemingly real world setting, it may draw real world characters into a surreal world, or it may be found in an entirely fantasy-like setting. Imagination can happen unconsciously in a dream. We also imagine consciously about future possibilities, changes, and fulfillment of our needs, wishes, or dreams. Unfortunately many of us are afraid to share what we imagine. Fear of risk or failure can hinder one from sharing their imagination. However, it is extremely important for us to understand the importance of our Imaginations. Imagination allows us to create and invent. It allows us to contemplate new ideas, solve problems and make changes. We must embrace, express and exercise our Imaginations. Imagination is important to all subject areas and to our society as a whole. Imagination will be approached from several angles in this learning unit. Students will learn about a group, known as the Surrealists who sought to channel the unconscious as a means to unlock the power of Imagination. They will explore artists considered the original Surrealists such as Salvador Dali. They will learn about techniques, such as juxtaposition, dislocation and transformation that are associated with the movement. Students will create collages that embrace imagination and techniques of the Surrealists. The learning unit will increase student awareness and appreciation of their own imagination, subconscious and personal imagery to enable them to synthesize it into their own artwork as well as their lives. The knowledge students gain from the unit will be transferable to other subject areas as they will learn to communicate their imaginative thoughts, ideas, and reflections by means of visual display as well through language, both written and spoken.

Stage 1 Desired Results

Established Goals: New Jersey Core Curriculum Content Standards

NJCCCS 1.1.D The Creative Process: Visual Art


1.1.5. D.2. The elements of art and principles of design are universal. CPI: Compare and contrast works of art in various mediums that use the same art elements and principles of design.

NJCCCS 1.2.A History of the Arts and Culture


1.2.5. A.2 Characteristic approaches to content, form, style, and design define art genres. CPI: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

NJCCCS 1.3.D Performance: Visual Art


1.3.5. D.1 The elements of art and principles of design can be applied in an infinite number of ways to express personal responses to creative problems. CPI: Work individually and collaboratively to create two- and three- dimensional works of art that make cohesive visual statements and that employ the elements of art principles and design. 1.3.5. D.2 Contextual clues to culturally specific thematic content, symbolism, compositional approach, and stylistic nuance are prevalent in works of art throughout the ages. CPI: Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g. cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles. 1.3.5. D.3 Each of the genres of visual art (e.g., realism, surrealism, abstract/nonobjective art, conceptual art, and others) is associated with appropriate vocabulary and a stylistic approach to art making. CPI: Identify common and distinctive characteristics of genres of visual artworks (e.g. realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age appropriate terminology and experiment with various compositional approaches influenced by these genres.

NJCCCS 1.4 Aesthetic Responses & Critique Methodologies


1.4.5. A.1 Works of art may be organized according to their functions and artistic purposes (e.g. genres, mediums, messages, themes). CPI: Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. 1.4.5. A.2 Formalism in dance, music, theatre, and visual art varies according to personal,

cultural, and historical contexts. CPI: Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. 1.4.5A.3 Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts. CPI: Demonstrate how art communicates ideas about personal and social values and is inspired by an individuals imagination and frame of reference (e.g. personal, social, political, historical context).

NJCCCS W.3 English Language Arts: Writing


NJCCCS W.3.4 Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. NJCCCS W.5.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

NJCCCS L.3 English Language Arts: Language


NCCCS L.3.1 --Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Essential Questions

Desired Understandings

Students will understand that


Why and how do we imagine? How and where do artists get their ideas? How do artists express their ideas? Does art have a message? How would we know? Imagination can be shared verbally and nonverbally, literally or symbolically. Imagination allows us to create and invent. Artwork requires interpretation. Imagination creates dialogue.

Key Knowledge and Skills

Students will know


Importance and purpose of the Surrealist

Students will be able to


Examine, Describe (formal analysis),

movement. The visual arts movement of Surrealism in relation to history. Terms, characteristics, and techniques in connection with Surrealist artwork. Artists use images to communicate a theme or message. Writers use words, language to communicate a theme or message. Different expressive features and organizational principles cause different responses. Imagination can change the world!

Interpret and Judge works of Art in connection with the Surrealist movement. Question and Evaluate Surrealist Art and its value. Construct a Collage using Surrealist techniques and that conveys a subtle message or theme. Use visual structures and functions of art to communicate ideas. Reflect on the concepts behind their artwork and the artworks of others.

Stage 2 Determine Acceptable Evidence


Pre-Assessment: Imagine That! Informal Formative Assessment: What Makes Art, Art? Formal Formative Assessment: Time to Get Surreal! Summative Assessment: Selected Response: Surrealism Quiz Summative Assessment: Constructed Response: Surrealism Test Performance Assessment & Rubric: Surrealism Collage Student Self-Assessment: Thats So Surreal!

Stage 2 Assessment Evidence Assessment Task Blueprint

Name of Assessment Task: Imagine that! Type of Assessment Task: Pre-Assessment Desired Results: SWBAT: Consider why and how we imagine. SWBAT: Recognize that imagination can be shared verbally and nonverbally, literally or symbolically. SWBAT: Consider how and where do artists get their ideas. Task Overview: Students are given a hand-out titled, Imagine That! The hand-out will prompt students to consider and respond to questions about the unit concept of Imagination.

Evaluation Criteria/Evidence: Students will be evaluated based on their knowledge and/or understanding of the following criteria: Meaning of imagination. Importance of imagination. Artists and writers use imagination. Imagination can be shared with others in different ways (i.e. written words, verbal descriptions, and visual images). References: none

Imagine That!
Name: Date: 1. Explain what imagination means.

2. Where do we find our imagination?

3. Why do we use it?

4. Does imagination have one purpose, or meaning?

5. How can we share our imaginations?

6. Can we understand something imagined by someone else?

7. Do artists use their imagination when creating art? Why or Why not?

8. Do writers use their imagination when writing? Why or Why not?

9. What would a world without imagination look like?

Stage 2 Assessment Evidence Assessment Task Blueprint

Name of Assessment Task: What Makes Art, Art? Type of Assessment Task: Formative Assessment: Informal Desired Results: SWBAT: Question and Evaluate Surrealist Art and its value. SWBAT: Reflect on the artworks of others. SWBAT: Identify that artists use images to communicate a theme or message. SWBAT: Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. SWBAT: Demonstrate how art communicates ideas about personal and social values and is inspired by an individuals imagination and frame of reference (e.g. personal, social, political, historical context). SWBAT: Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking. SWBAT: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. SWBAT: Compare and contrast works of art in various mediums that use the same art elements and principles of design (NJCCCS 1.1.5.D.2).

Task Overview: Students view a number of Surrealist master reproductions to will facilitate an oral classroom discussion based on the following questions: 1. What makes an artwork good? 2. Is Surrealism styled art good art? Why, or Why not? 3. Can making a picture of something you imagined, dreamed or fantasized about really show someone else the way in which an artist was thinking, feeling, or envisioning? 4. Can a painting change the way you think about something, or change the way you behave? 5. Can a picture convey a message? 6. Can we understand the meaning of artworks made long ago?

Evaluation Criteria/Evidence: The task facilitates classroom discussion and demonstrates student familiarity with the aesthetic process. It serves as an opportunity to assess students own understanding. The task is also used to obtain information about student understanding and progress. Students will be evaluated based on the following criteria: Ability to question and evaluate the artworks. Ability to consider and identify that artists use images to communicate themes and messages. Familiarity with the aesthetic response process (i.e. philosophical inquiry) . Ability to make informed aesthetic responses to artworks. Ability to articulate their ideas, thoughts, and feelings and to listen and respect when others share.

References:

McMillan, J. (2011). Classroom assessment. principles and practice for effective standardsbased instruction. (5th ed., pp. 98-132). Boston: Pearson Education, Inc.

Lets Get Surreal!


Surrealism: an art movement beginning in the 1920s, influenced by dreams and the subconscious. Salvador Dali: Spanish born Surrealist known for hyper-realistic Surrealist art. Andre Brenton: founded Surrealism. Wrote the First Surrealist Manifesto. Exquisite Corpse: Based on an old parlor game, it was played by several people, each of whom would write a phrase on a sheet of paper, fold the paper to conceal what she/he had just written, and pass it on to the next player for his or her contribution. Juxtaposition: Taking objects from their usual locations and placing them in unfamiliar ones, creating a comparison, or a state of disbelief. Dislocation: removing something from where you would normally see it. Transformation: turning something familiar into something unusual. Levitation: something floats in a situation when it normally wouldn't. Transparent: see through. Scale: size of something relative to the objects around it. Collaboration: when several people work together as one. Metamorphosis: a change in form or structure, an obvious change in character, appearance, etc. Repetition: repeated use of sounds, words, or ideas for effect and emphasis. Texture: the characteristic appearance of a surface having a tactile quality. Collage: objects or materials stuck on a surface to create an artwork.

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Stage 2 Assessment Evidence Assessment Task Blueprint


Name of Assessment Task: Art Criticism/Aesthetic Assignment: Time to Get Surreal! Type of Assessment Task: Formative Assessment: Formal Desired Results: SWBAT: Describe, Analyze, Interpret and Judge works of Art in connection with the Surrealist movement. SWBAT: Question and Evaluate Surrealist Art and its value. SWBAT: Reflect on the concepts behind the artworks of others. SWBAT: Use and recognize: Terms, characteristics, and techniques in connection with Surrealist artwork. SWBAT: Understand that Artwork requires interpretation. SWBAT: Recognize that Imagination creates dialogue. SWBAT: Consider whether art has a message.

Task Overview: Art Criticism and Aesthetic Response Assignment: Students are provided with a mini reproduction of a Surrealist work. Using Formal Analysis, students will describe, analyze, evaluate, and react to the work, i.e. what they see, whether they think its good art, what they think it means. Students must appropriately incorporate the Surrealist terms and characteristics they have learned in the unit when creating their response.

Please be sure to follow the steps of your assignment in the order they appear. Following this step-by-step approach is a helpful way for you to truly experience a piece of artwork so that you can make and support a judgment about it.
Students will then get together with other classmates that analyzed the same reproduction. Students will share their description, analysis, interpretation and judgment with each other. The task articulates the development of students analytical skills. It will emphasize the notion that both artwork and imagination can be interpreted differently. Each student will receive feedback in the form of a completed rubric. Additional feedback will be given on the rubric as applicable.

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Evaluation Criteria/Evidence: Students will we evaluated based on their ability to: Follow directions as outlined in the assignment. Thoughtfully and thoroughly respond to each Art Criticism prompt and/or question. Proper use of Surrealist vocabulary terms. Proper identification of Surrealist characteristics, and techniques. Make and support judgment(s) about the artwork. References: Connecticut State Department of Education (2012, April 12). Visual Arts Teacher Resource 4, ArtCriticism: Fantasy Landscape Task. http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/VisualArts/14TeacherResource4_Art_C riticism.pdf Francesco, G. (2012, March 12). The wide world of art critique rubric. Retrieved from http://mset.rst2.edu/portfolios/g/gianfrancesco_m/toolsdev/final/support_docs/critique/c ritique_rubric. McMillan, J. (2011). Classroom assessment. principles and practice for effective standardsbased instruction. (5th ed., pp. 98-132). Boston: Pearson Education, Inc. Stephen. (1998). Surrealist. Retrieved from http://www.surrealist.com/

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The Persistence of Memory, 1931


Salvador Dali

Name: Date:
Directions: On a separate sheet of paper, respond to the following questions in connection with the picture below. You should create 4 paragraphs, one for each step (i.e. Description, Analysis, Interpretation, and Judgment). Each paragraph must be at least 3-4 sentences. #1 Description: What colors do you see? What shapes do you see? What objects do you see? What is the subject of this artwork? (i.e. landscape, cityscape, portrait, still life). What medium (material) do you think the artist used to create this piece? #2 Analysis: Describe the relationship among the things you see. What is the focal point (the most important part) of the picture? Explain how the artist highlighted this part of the picture?

#3 Interpretation: How does the artwork make you feel? What does it make you think? Or remind you of? Why do you think the artist created this picture? Do you think the artist is attempting to convey a message? Is the picture real? Or Imaginary?

#4 Judgment: Based on your Description, Analysis, and Interpretation, do you like the picture? Why or why not?

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Time to Get Surreal! Art Criticism and Aesthetic Response Essay Criteria Exceeds Expectations (4) Description Composes a complete and detailed description of the subject matter and elements observed. Accurately describes several main elements or principles used by the artist. Accurately connects how they are used to support theme, meaning, mood, or feeling. Forms a sensible theory about Meets All Expectations (3) Composes a detailed description of the subject matter and elements observed. Meets Certain Expectations (2) Composes a detailed description of some of the subject matter and/or elements observed. Describes some main elements and principles used by the artist. Has difficulty describing how these connect to the meaning or feeling of the work. Relates how the work makes him/her feel personally. Does not meet Expectations (1) Composes a description that is not detailed or complete, or is inaccurate. Has trouble identifying the main elements Score

Analysis

Accurately describes a couple of main elements or principles used by the artist. Accurately connects how they are used to support theme, meaning, mood or feeling. Identifies the literal meaning of the work.

Interpretation

symbolic or metaphorical

meaning and is able to support this with evidence from the work. Judgment Uses multiple criteria to judge the artwork (i.e. composition, expression, creativity, design, and communication of ideas). Extensive use of Vocabulary.

Difficulty in interpreting the meaning of the work. Does not use criteria to judge the work. Does not use or incorrect use of Vocabulary.

Uses 1-2 criteria to judge the work.

Attempts to use criteria to judge the work, but does not apply the criteria accurately. Competent use of Vocabulary.

Vocabulary

Strong use of Vocabulary.

Student Name: Total Score: _______ out of 20

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Stage 2 Assessment Evidence Assessment Task Blueprint

Name of Assessment Task: Surrealism Quiz Type of Assessment Task: Selected Response

Desired Results: SWBAT: Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g. cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles. (NJCCCS 1.3.5.D.2) SWBAT: Identify common and distinctive characteristics of genres of visual artworks (e.g. realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age appropriate terminology and experiment with various compositional approaches influenced by these genres. (NJCCCS 1.3.5.D.3) SWBAT: Demonstrate their understanding that Works of art may be organized according to their functions and artistic purposes (e.g. genres, mediums, messages, themes). CPI: Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications (NJCCCS 1.4.5.A.1). SWBAT: Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (NJCCCS 1.4.5.A.2) SWBAT: Recognize the importance and purpose of the Surrealist movement. SWBAT: Use and recognize the terms, characteristics, and techniques in connection with Surrealist artwork. SWBAT: Demonstrate their understanding of the visual arts movement of Surrealism in relation to history.

Task Overview: Students will be given a Selected-Response Assessment. The quiz includes: multiple choice, binary choice, matching items, and interpretative exercise.

Sample quiz attached.

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Evaluation Criteria/Evidence: Students will be assessed based on their ability to correctly answer the items included in the quiz.

Scoring guide attached.

References: McMillan, J. (2011). Classroom assessment. principles and practice for effective standardsbased instruction. (5th ed., pp. 171-196). Boston: Pearson Education, Inc. Unknown, (2012, March 12). The Origins of Surrealism. Retrieved from http://www.arthistoryarchive.com/arthistory/surrealism/Origins-of-Surrealism.html

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Name: ______________________

Date: __________________

Directions: Carefully read each question and answer with the appropriate choice. 1. Which 1920s art movement was influenced by dreams and the subconscious? a. Dadaism b. Cubism c. Fauvism d. Surrealism

2. Which of the below is a Surrealist game where a collection of words or images are collectively assembled?

a. Time Travelers Potlatch b. Exquisite Corpse c. Parallel Collage d. Echo Poem

3. The (6) Six ways to achieve Surrealistic images or compositions are: a. Impasto, Levitation, Transformation, Biomorphic, Assemblage, Force Lines b. Scale, Levitation, Juxtaposition, Transformation, Transparency, Dislocation c. Mechanomorphic, Biomorphic, Scale, Texture, Reverse Shadows, Force Lines d. Levitation, Texture, Juxtaposition, Transformation, Transparency, Dislocation 4. Something described as Levitating floats in a situation when it normally wouldn't. a. True b. False 5. Surrealism was influenced by the Cubism movement. a. True b. False

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6. Juxtaposition can be defined as a contrast of ideas or images. a. True b. False 7. Surrealists frequently painted ordinary objects in absurd situations. a. True b. False

Directions: Match the description from Column A with the correct response in Column B. Items in Column B may be used once, more than once, or not at all.

Column A

Column B

____ 1. When you're not aware of what's going on (i.e. sleeping). ____ 2. To change an object in an unusual way. ____ 3. See through. ____ 4. Change in form or structure, an obvious change in character, appearance, etc. ____ 5. To remove something from where you would normally see it.

A. Metamorphosis B. Dislocation C. Unconscious D. Transparent E. Biomorphic F. Transformation G. Texture

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Directions: Answer the next five (5) questions in connection with the below painting.

1. What is the title of the above painting? a. Soft Watch at the Moment of Explosion. b. The Persistence of Memory. c. Day and Night. d. Illumined Treasures.

2. Which of the following art movements does the above painting fall under? a. Impressionism b. Cubism c. Dadaism d. Surrealism 3. The above painting was created by Max Ernst. a. True b. False

4. The melting clocks in the above painting symbolize the unimportance of time. a. True b. False 5. In the above painting, the artist juxtaposes clocks and sand. a. True b. False

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Answer Key: Surrealism Selected-Response Quiz

Multiple Choice Items: 1. D 2. B 3. B Binary Choice Items: 4. 5. 6. 7. True False True True

Matching Items: 1. C 2. F 3. D 4. A 5. B Interpretive Exercise & Multiple Choice Items: 1. B 2. D 3. False 4. True 5. True

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Stage 2 Assessment Evidence Assessment Task Blueprint

Name of Assessment Task: Surrealism Assessment Type of Assessment Task: Constructed Response Task

Desired Results: SWBAT: Identify common and distinctive characteristics of artworks from diverse cultural and historical eras of visual art using age-appropriate stylistic terminology (e.g. cubist, surreal, optic, impressionistic), and experiment with various compositional approaches influenced by these styles. (NJCCCS 1.3.5.D.2) SWBAT: Identify common and distinctive characteristics of genres of visual artworks (e.g. realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age appropriate terminology and experiment with various compositional approaches influenced by these genres. (NJCCCS 1.3.5.D.3) SWBAT: Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (NJCCCS 1.4.5.A.2) SWBAT: Use and recognize the terms, characteristics, and techniques in connection with Surrealist artwork. SWBAT: Recognize the importance and purpose of the Surrealist movement. SWBAT: Demonstrate their understanding of the visual arts movement of Surrealism in relation to history. SWBAT: Demonstrate their understanding that different expressive features and organizational principles cause different responses. SWBAT: Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art (NJCCCS 1.2.5.A.2) Task Overview: Students will be given a Constructed-Response Assessment. The test includes short answer, and essay questions. The test measures students abilities to identify common and distinctive characteristics, techniques, and terminology in connection with the Surrealism movement and artwork.

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Sample test and scoring guide attached.

Evaluation Criteria/Evidence: Students will be assessed based on their ability to correctly answer the items included in the quiz.

Scoring guide attached.


References: McMillan, J. (2011). Classroom assessment. principles and practice for effective standardsbased instruction. (5th ed., pp. 171-218). Boston: Pearson Education, Inc. Unknown, (2012, March 12). The Origins of Surrealism. Retrieved from http://www.arthistoryarchive.com/arthistory/surrealism/Origins-of-Surrealism.html

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Name: ______________________

Date: __________________

Directions: Carefully read each sentence and complete it using the correct term.

1. The name of the 1920s art movement that was influenced by dreams and the subconscious is called ________________________.

2. The Surrealist game where a collection of words or images are collectively assembled is named ________________________. 3. The name of the artist who painted, The Persistence of Memory, in 1931 was __________________ .

4. The name of the author of Le Manifeste du Surrealisme and founder of Surrealism in 1924 was ________________________.

5. An artwork made from objects such as paper, fabric, photographs, found objects, that are glued down onto a surface is called _________________.

Directions: Carefully read each question/statement. Respond in 1-2 sentences.

6. Name three definite ways to achieve Surrealistic images. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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7. What is the definition of collaboration? ________________________________________________________________ 8. Referring to the picture below, explain and define what technique Magritte has used to create a Surrealistic image (1-2 sentences). _____________________________________________ _____________________________________________ _____________________________________________ Directions: Carefully read the statement below. Respond in 3-4 sentences. 9. Explain why you agree or disagree with the following statement:

An ice cube on fire can be considered a Surrealistic image.


_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Directions: Carefully read the prompt below. Respond in 7-10 sentences. 10. Describe a situation that illustrates the principle of Juxtaposition. Be as specific as possible. If you desire, you may also draw an image to further clarify your description. You may NOT use an example discussed in class. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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Stage 2 Assessment Evidence

Assessment Task Blueprint Name of Assessment Task: Surrealism Collage Type of Assessment Task: Performance Assessment Desired Results: SWBAT: Use their imaginations to plan and construct a Collage that uses Surrealist technique(s) and that conveys a subtle message or theme. SWBAT: Demonstrate different expressive features and organizational principles cause different responses. SWBAT: Use language to communicate a theme or message that was previously conveyed with images in their collages. SWBAT: Demonstrate imagination can be shared verbally and nonverbally, literally or symbolically. SWBAT: Work individually and collaboratively to create two- and three- dimensional works of art that make cohesive visual statements and that employ the elements of art principles and design (NJCCCS 1.3 Performance: 1.3.5.D.1). SWBAT: Identify common and distinctive characteristics of genres of visual artworks (e.g. realism, surrealism, abstract/nonobjective art, conceptual art, and others) using age appropriate terminology and experiment with various compositional approaches influenced by these genres (NJCCCS 1.3 Performance: 1.3.5.D.3) SWBAT: Consider how do artists express their ideas? SWBAT: Demonstrate how writers use words, language to communicate a theme or message. SWBAT: Use visual structures and functions of art to communicate ideas. Task Overview: For our art making portion of this lesson, I want you to make a Surrealist style collage. Take a minute to plan your collage. Use your imagination. What is it going to be about? Will it be dream like? Will it be humorous? Will it be confusing? Will it be a creature? Will it be a scene? Next, you will need to go through the pictures, magazines, and newspapers and find items that symbolize your idea. Collect items by tearing and/or cutting pictures, images, or shapes. Remember, no drawing. As you collect your images, you can begin to arrange the items on your paper. Do not glue anything down until you have collected and arranged everything needed to complete your composition.

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The completed collage must contain the following: (1) One Surrealist technique (i.e. Juxtaposition, Dislocation, Transformation), (2) Identifiable Theme, (3) A minimum of five images. For homework, I want you to write narrative (at least five sentences) describing the theme of your collage.

Evaluation Criteria/Evidence: 1. 2. 3. 4. 5. Collage contains: One Surrealist Technique Collage contains: Minimum of (5) five images Collage contains an identifiable theme. Collage has a theme: Reflected in Narrative Neatness.

Sample Rubric Attached. References: McMillan, J. (2011). Classroom assessment. principles and practice for effective standardsbased instruction. (5th ed., pp. 219-25). Boston: Pearson Education, Inc.

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Surrealism Collage Rubric


Criteria Exceeds Expectations (3) Meets Expectations (2) Does Not Meet Expectations (1)

Collage does not Surrealist Technique Collage includes two Collage includes one (2) or more (1) Surrealist include a Surrealist Surrealist technique learned in technique learned in techniques learned class. class. in class. (5) Images Collage contains six (6) or more images. Collage exhibits two (2) or more identifiable themes. Narrative describes two (2) or more themes. Collage pieces are cut, arranged and presented precisely. Collage contains (5) images. Collage exhibits an identifiable theme. Narrative describes one (1) theme. Collage pieces are cut and arranged. Collage contains less than five (5) images. Collage lacks an identifiable theme. Narrative does not include a theme. Collage pieces are not cut neatly. Pieces are not arranged neatly.

Identifiable Theme (Visible in Collage) Identifiable Theme (In Narrative) Neatness

Student Name: Total Points:

out of 15

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Stage 2 Assessment Evidence Assessment Task Blueprint


Name of Assessment Task: Thats so Surreal! Type of Assessment Task: Self-Assessment Desired Results: SWBAT: Reflect on the concepts behind their artwork and the artworks of others. SWBAT: Identify Imagination can be shared verbally and nonverbally, literally or symbolically. SWBAT: Understand that Imagination allows us to create and invent. SWBAT: Appreciate that Imagination can change the world! SWBAT: Recognize the importance and purpose of the Surrealist movement. Task Overview: Students are asked to complete a Student Self-Assessment Sheet. In the task, students are asked to reflect on what the learning unit. They are asked to describe how they got ideas for creating their collage. They are asked to consider why Imagination is important. Students are asked how imagination is used in artwork. They are asked to discuss something they learned about Surrealism. Finally, students are asked what they like most about this Unit. Evaluation Criteria/Evidence: Students will be evaluated on the following criteria: Growth from the beginning of the unit. Understanding of unit theme. Learning Attitude. Knowledge recalled from the unit.

References: McMillan, J. (2011). Classroom assessment. principles and practice for effective standardsbased instruction. (5th ed., pp. 284-325). Boston: Pearson Education, Inc.

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Student Self-Assessment Sheet

Thats So Surreal!

Students Name: ____________________________ Date: ________________

1. What did you like about the experience of playing an Exquisite Corpse inspired game? with your classmates?

2. How did you get ideas for creating your collage?

3. What is Imagination? And why is it important?

4. In what ways is imagination used in artwork?

5. What is something that you learned about Surrealism?

6. What did you like most about this Unit?

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Stage 3 Plan Learning Experiences

Week 1

1. Introduce the class to the Unit Theme of Imagination. 2. Pre-Assessment: Imagine That. Students are asked to consider the meaning, purpose, and importance of Imagination. They are asked to consider what Imagination has to do with art. 3. Introduce Essential Questions.

4. Students participate in an Exquisite Corpse inspired game to tap into the subconscious mind and to inspire new directions in creativity. 5. Present and discuss the video on Salvador Dali and Surrealism: http://www.youtube.c om/watch?v=_ST52W smUIM

6. Present Art History lesson on Surrealism Movement. Presentation to include history, artists, master reproductions, and popular techniques associated with the movement. 7. Introduce key vocabulary.

8. Create Surrealism Art Museum by posting master reproductions of Surrealist artwork around the classroom. Invite students on a trip to the Surrealism Art Museum. 9. Formative Assessment: Informal Aesthetic Discussion. Students will participate in an aesthetic philosophical inquiry activity through discussing what makes an artwork good, whether surrealist styled artwork is good art, etc. 10. Formative Assessment: Formal.

11. Summative Assessment: Selected Response task. The quiz covers basic, disciplinespecific arts terminology by asking students to use and recognize the terms, characteristics, and techniques in connection with Surrealist artwork. 12. In cooperative learning groups, students share their observations, analysis, interpretations, and judgments.

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Students complete Art Criticism as homework. Students are asked to formally analyze a Surrealist piece of art work (i.e. Describe, Analyze, Interpret, and Judge).

Week 2

13. Return and provide feedback on Art Criticism Assessment. Allow questions and revisions. 14. Introduce and Demonstrate the technique of Collage. 54. Review and Demonstrate Surrealist techniques. 16. Students begin designing their own Surrealist style collages.

17. Return Summative Assessments. Allow Questions. 18. Performance Assessment: Surrealist Collage. Students continue their work on their collages.

19. Students write narratives about their finished collages. Complete narratives as homework. 20. Display completed collages. 21. Class discussion and critique of the completed collages.

22. Summative Assessment: Surrealism Constructed Response task. 23. Return and provide feedback on collage narratives. Allow questions and revisions. 24. Provide feedback (completed rubric) on completed collages.

25. Return Summative Assessments. Allow questions. 26. So what have we learned? Class discussion recapping what we have learned about Imagination and the Surrealism movement. 26. Conclude the unit by having students complete a Student Self-Assessment.

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