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Visual Arts Amanda Hawkins Avon Elementary School ECSD

Visual Arts Lesson: Exquisite creatures: Exploring surrealist art and culture
Grade Level: 4-6
Infused
Disciplines:
Art history, writing
CO 21
st
Century Skills Critical Thinking and Reasoning, Information Literacy
CO Visual Arts
Standards
Standard 1: Observe and Learn to Comprehend
Standard 3: Invent and Discover to Create
Evidence
Outcomes
1.2.a Visual arts communicate the human experience
3.2.a Skillfully use a variety of techniques and media to create works of art
Inquiry
Questions
How do artists make visual art to tell stories?
How are artists in a similar time period influenced by one another?
How can certain media give a distinctive feeling or express a particular characteristic
in a work of art?
Enduring
Understandings
Students will recognize the work of Surrealist artists and understand the aim of the
surrealist movement. Students will create a collaborative work of art and understand
the value of the shared experience.
Examples



Target Learnings and Assessment Criteria
Learning Target: I will recognize the work of surrealist artists
Criteria for Success:
Observe, identify, and describe the common themes of surrealist art
Complete the handout - filling in blanks on side one and writing my descriptive paragraph on side two
Learning Target: I will collaborate with my classmates to create a detailed exquisite creature
Criteria for Success: Plan, sketch, and complete a presentation ready head, torso, or legs
Notes: Presentation ready remind students that this means that your finished product demonstrates
excellent craftsmanship (free of wrinkles, tears, smudges, glue spots, sloppiness, etc.)

Visual Arts Amanda Hawkins Avon Elementary School ECSD
Teaching and Learning Strategies
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8egln class wlLh a owerolnL presenLaLlon and dlscusslon on Surreallsm
llrsL sllde of 1 wlll be dlsplayed upon sLudenLs enLerlng class
Ask class lf anyone has ever heard Lhe Lerm surreallsm before
8ased on Lhe Lhree palnLlngs on Lhe sllde, can anyone make any guesses abouL some of Lhe
characLerlsLlcs of surreallsL arL?"
ass ouL lnLroducLlon Lo Surreallsm handouL
SLudenLs wlll flll ln Lhe blanks on Lhe handouL durlng presenLaLlon and dlscusslon.
SLudenLs wlll waLch Lhe vldeo !"# %&''"()* +,#- %().(/0' 1(), 23456 753%489
<*+4.3-*. (lnsLrucLlons wlll be lefL on Lhe smarL board as Lhe lasL sllde ln Lhe 1 and wlll be glven
verbally along wlLh a demonsLraLlon)
Pave sLudenLs each fold a 6 x 18" sheeL of whlLe paper lnLo Lhree equal parLs. Leavlng Lhe paper
folded, ask Lhem Lo draw Lhe head of a person or anlmal ln Lhe flrsL secLlon (flnlshed drawlng wlll be
verLlcally poslLloned), maklng Lhe drawlng flll LhaL secLlon as much as posslble. SLudenLs flrsL draw ln
pencll and Lhen add color wlLh colored penclls or markers. 8emlnd sLudenLs Lo wrlLe Lhelr names ln
pencll on each secLlon as Lhey work. nexL, have sLudenLs refold Lhe drawlng so LhaL Lhe head ls noL
vlslble (bend lL back) and exLend Lhe nexL llnes down 1/8". ass lL Lo Lhe nexL person Lo Lhelr lefL (Lhey
wlll Lake one from Lhe person on Lhelr rlghL). ln Lhe second secLlon, have sLudenLs draw a Lorso of a
person or anlmal. SLudenLs conLlnue ln Lhls meLhod, drawlng legs ln Lhe Lhlrd secLlon and feeL ln Lhe
lasL. When Lhe flnal secLlon ls compleLe, sLudenLs open Lhe drawlng Lo see Lhe compleLed flgure.
SLudenLs wlll Lhen wrlLe a shorL sLory abouL Lhelr flnlshed creaLure on Lhe back of Lhelr handouL,
answerlng Lhe followlng quesLlons:
1. WhaL ls your creaLure's name?
2. WhaL Lype of creaLure ls he? (l.e. hlphopopoLomous, elebaLlraffe)
3. Where does your creaLure llve?
4. WhaL does he/she llke Lo do?
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uslng small whlLeboards for sLudenL responses, conducL a revlew from Lhe prevlous class asklng Lhe
followlng quesLlons (quesLlons wlll be dlsplayed on Lhe pro[ecLor and read aloud by a sLudenL):
1. When dld Lhe surreallsL movemenL begln?
2. name one surreallsL arLlsL LhaL we dlscussed ln class
3. WhaL ls one common Lheme of surreallsL arL?
Visual Arts Amanda Hawkins Avon Elementary School ECSD
AfLer each sLudenL has wrlLLen a response, revlew each quesLlon as a class, uslng Lhe name generaLor
Lo call on sLudenLs Lo share a response. ulsplay surreallsm posLer ln classroom followlng lnLroducLlon.
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Colng around Lhe room, have each sLudenL counL 1,2, or 3, correspondlng Lo Lhe head, Lorso, and
legs. uependlng on Lhelr secLlon sLudenLs wlll make small marks lndlcaLlng where Lhey are Lo
begln or end Lhelr drawlng. MeasuremenLs wlll be provlded on whlLeboard and demonsLraLed by
Leacher.
rovlde vlsuals (books, magazlnes, classroom compuLers) for sLudenLs Lo use as a reference.
SuggesL LhaL sLudenLs creaLe a sloppy copy" before drawlng on Lhelr flnal paper.
uemonsLraLe drawlng your creaLure secLlon ln llghL pencll before selecLlng a flnal medlum.
rovlde permanenL markers for sLudenLs LhaL wanL Lo ouLllne Lhelr drawlng afLer compleLlng Lhelr
skeLch.
SeL up Lhree arL sLaLlons, where sLudenLs can choose beLween acryllc or waLercolor palnLs, oll
pasLel, or magazlne collage. Advanced sLudenLs may compleLe Lhelr arLwork uslng mlxed medla.
When each sLudenL has compleLed Lhelr secLlon, we wlll randomly comblne heads, Lorsos, and
legs and dlsplay Lhem ln Lhe 3
Lh
grade hallway.
Vocabulary

Resources:
Historical Art or Artist
Visual Art: surrealism,
juxtaposition,
metamorphosis, dislocation,

Other: torso (body),
exaggeration

The Persistence of Memory
Swans Reflecting Elephants
Lobster Telephone
Salvador Dali

The Son of Man
Ren Magritte

LAnge du Foyer
Max Ernst

Five Facts
http://artsmia.org/education/teacher-resources/fivefacts.cfm?v=63

Materials
Day one: pencil, 6x18 50lb paper, colored pencil, marker

Day two: 12x15 watercolor paper, pencil, sketch paper, permanent
marker, watercolor, acrylics, magazines, glue, scissors, oil pastels
Communication:
Write brief note or means of
communication about student arts
learning.






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Wrile a 4-5 senlence aragrah leIIing me aboul your exquisile crealure. IncIude his name,
vhere he Iives, vhal he Iikes lo do, and al Ieasl one addilionaI facl aboul him/her.
Wrile a 4-5 senlence aragrah leIIing me aboul your exquisile crealure. IncIude his name,
vhere he Iives, vhal he Iikes lo do, and al Ieasl one addilionaI facl aboul him/her.