Vous êtes sur la page 1sur 5

I.

Lesson Number, Grade Levels, Title, and Duration:


Lesson: 1
Grade: 9th
Title: What makes a dream?
Duration: One 50 minute class period

II. Lesson Rationale:


Students begin the unit by brainstorming ideas of what a dream is and the different types. This
brainstorming helps the students to realize the vast amount of dream possibilities. Discussing
these types of dreams with their classmates creates a collaborative effort to come up with a list
of possible dream types. This discussion allows the student a number of options when deciding
how to depict a dream in artworks. The students will use discussion skills and learn how to
reflect on their own dream experience using sketches and writings. The students will use the
ideas they learn in this unit and apply it when looking at Surrealist artworks in the next lesson.
As the students build this knowledge they will learn how to apply their own dream writings into a
final surrealist inspired artwork.

III. Key Concepts:


We experience many types of dreams.

IV. Essential Question:


What are the types of dreams that we experience?

V. Lesson Objectives:
Students will be able to brainstorm and discuss the types of dreams they have
experienced by participating in small group and a class discussion. This objective will be
assessed by the number of times the student participated and quality of dialogue presented in
the discussion.

Students will be able to compare and contrast their own experiences of dreams with that
of their peers by participating in small group discussions. This objective will be assessed by
students discussing their own dream experience and comparing it to those in their small group.

Students will be able to write and sketch about their own dreams by reflecting on and
tracking their dreams in dream journals. This objective will be assessed by the instructor
conducting a dream journal check in.

VI. Specific Art Content:


Subject matter for artworks, Personal experience translated into writings and sketches, Dream
Journal - documentation
VII. Resources & Materials for Teacher:
Small sketchbooks for dream journals
Pencils, colored pencils, markers,
Previous student or teacher dream journal examples
Examples of finished final art project artworks
Projector
Why Do We Dream video (First 3 minutes) - https://www.youtube.com/watch?v=7GGzc3x9WJU
Song for intro - Franz Liszt - Liebestraum - Love Dream - https://www.youtube.com/watch?
v=KpOtuoHL45Y

VIII. Resources & Materials for Students:


Personal experience with dreams
Dream Journal
Pencils, colored pencils, markers

IX. Instruction and Its Sequencing:


Day 1
1. Introduction/Motivation:
The instructor will have small sketchbooks and writing materials (pencils, colored pencils,
markers) laid out on the table with the two essential questions written on the board. What are
dreams? What types of dreams do we experience? While the song Love Dream is playing
students will have time to quietly reflect on the questions in their dream journal.
2. Guided Practice
Ensure students know that there are no wrong answers about dreams; every experience
is allowed to be expressed in the journal. The student may share in the safe environment of the
art classroom, as long as they are comfortable. Students will get into small groups and discuss
their reflections on dreams. Why do you think you dream? How many types of dreams do you
have in a day? How do these types of dreams inspire you? Encourage students to take notes,
draw, and write in their sketchbooks during the group discussion. Take notes of what peers are
saying that you may have missed.
3. Independent Practice
Students will demonstrate knowledge by giving all students a turn to speak in group
discussions. All students will participate in discussion but decide if they want to discuss their
own personal experience or keep their contribution objective.
4. Closure
In the last 20 minutes of class, the students will come together as a large group and
discuss their group's findings with the class. The class together will come up with a list of the
types of dreams they discussed. Why are all of these types of dreams important? Assign the
students the dream journal. This journal will be used to document any dream that you have. Try
to include all types. If you find yourself daydreaming, write or sketch about it. When you wake
up in the morning, write about your dreams. This dream journal will be the foundation for the
artwork you will create using your dreams as subject matter Students will take dream journal
home and begin documenting the types of dreams discussed in class. Finish the day with a
short video about dreams.
5. Formative Evaluation
As the students are sketching and writing, teacher will walk around the room helping those
students who seem stuck or lost. Ask questions like, what did you dream about last night? Or
what types of things do you wish for your future? What do you think a dream is?
6. Classroom Management Procedures
Ensure students stay on topic in their group discussions. If they wander from the group
objective, ask the group more discussion questions or assign them another task. Is a nightmare
still considered a dream? Why or why not? Can you think of any artists that use dreams as
inspiration? If groups finish early, there will be more sketch time in the journal to reflect on group
discussion. Students will take dream journals home and continue writing in them over the next
few weeks.

X. Summative Assessment and Evaluation:


What do I want to know?
I want to know how the students reflect on their dreams. I also want to know if the
students can communicate ideas from their dreams in sketches and writings.
How will I know it?
I will know it by checking the students dream journal and by listening to what the
small group discussions come up with.
How will I record it?
In a checklist

Checklist for Lesson 1 - What makes a dream?


Did the student participate in group discussion?
The students asks questions and makes comments
Talks at least once
Did the student discuss their dream experience in small groups
The student listened to peers
The students shared their dream experience with the small group
Did the student reflect on dreams and dream meaning in their dream journal?
The students has notes about their dreams and potential meanings
The student sketches

XI. Interdisciplinary Connections:


Language Arts - students will be writing in their dream journals, they can write narratives or even
just small notes.
Science - discussion of dreams relates back to science. Science teacher may also be
discussing sleep cycles; their prior knowledge will help students when discussing dreams.

XII. References & Resources:


Michael Stevens. (2011 October 18). Why Do We Dream? [Video File]. Retrieved from
https://www.youtube.com/watch?v=7GGzc3x9WJU

TheWickedNorth. (2008 October 23). Franz Liszt - Liebestraum - Love Dream [Video File].
Retrieved from https://www.youtube.com/watch?v=KpOtuoHL45Y
XIII. Art TEKS
(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
to:
(D) make judgments about the expressive properties such as content, meaning,
message, and metaphor of artwork using art vocabulary accurately.

XIV. National Art Standards


Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding.

Vous aimerez peut-être aussi