Surreal Still Lives- 5

Surreal Still Lifes5th Grade – Walnut Grove Elementary School

Unit: Surreal Still Lifes

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Class: 5 th Grade Art Teacher: Crissy Clouse

Unit OverviewThis unit will introduce students to surreal art. With the use of a short Youtube video about Salvador Dali, students will be introduced to vocabulary such as Surrealism, juxtaposition, dislocation, and metamorphosis. Students will learn that Surrealism is an art movement that shows subject matter in a dream-like and fantastical way. They will also learn that surrealism artists, like Dali, used juxtaposition, dislocation and metamorphosis to make their artwork surreal. Juxtaposition is when an artist put two more objects together that normally do not belong. Dislocation is when an artist puts an object inside an environment in which it does not belong, and metamorphosis is when an artist shows one object morphing or already morphed into something new. Students will then discuss the nature of Dali’s works of art: How does it make you feel? Are these things you usually see in everyday life? Students will be guided through this teacher-directed discussion as they start to reflect on the dreamlike and fantastical characteristics of Surrealism art. Students will differentiate between the art that uses juxtaposition, dislocation and metamorphosis to lend to its surreal nature. They will also be introduced to other works of art that use juxtaposition to put things together that didn’t belong, like Renee Margritte and Marcel Duchamp. Students will be asked to reflect on several images by Salvador Dali and the other artists. Students will use their sketchbooks to take notes.Students will then be given a 9” x 11” sheet of white paper. They will be given a box full of different items, like plasticware, flowers, teddy bears, flower pots, etc. Students will need to choose two or more of the items to combine, using their own imagination and desire to play to guide them in assembling their still lifes. Students are urged to be as creative as possible, and can alter one or more object in different ways so their assemblage is seamless. Students will draw their still lifes first in pencil, then outline in Sharpie. Students will then use complementary colors to add hues to the background, foreground and subject of their still lifes. Teacher will demonstrate how adding colors to each other when the paper is wet will make the colors blend. Students will need to make a landscape background in their still lifes, like Salvador Dali did in many of his paintings.

RationaleThis unit with introduce students to Surrealism. Students will see how artists have assembled works of art using juxtaposition by putting two or more objects together to make a work of art that doesn’t seem to make sense. This unit will introduce the tricky art movement to students while encouraging them to use imagination and play as they step in the shoes of big surreal artists.

Stage One

Established Goals-Georgia Performance Standards VA5MC.1 Engages in the creative process to generate and visualize ideasb. Formulates visual ideas by using a variety of resources (e.g., books, magazines, Internet).VA5MC.2 Formulates personal responses to visual imageryc. Applies images from a variety of sources (e.g., personal experience, social and/or academic interests, books, visual resources, popular culture) and transforms them in free and open-ended ways.d. Explores and invents artistic conventions (styles, techniques) to connect and express visual ideas.VA5CU.2 Views and discusses selected artworks.

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a. Identifies elements, principle, themes, and/ or time period in a work of art.b. Investigates how art history shapes contemporary life.c. Discusses how social events inspire art from a given time periodVA5PR.1 Creates artworks based on personal experience and selected themes.g. Combines materials in new and inventive ways to make a finished work of art.VA5PR.2 Understands and applies media, techniques, and processes of two-dimensional art processes (drawing, painting, printmaking, mixed-media) using tools and materials in a safe andappropriate manner to develop skills.a. Creates drawings with a variety of media (e.g., pencils, crayons, pastels, and charcoal).b. Draws images from careful observation

Established Goals- Academic Knowledge and Skills A - Meaning and Idea/Creative Thinking - engage in the creative process to generate and visualize ideas (GPS) (5VA_A2011-1)B - Contextual Understanding- view, discuss, and critique selected artworks (GPS) (5VA_B2011-5)C - Production-explore and apply media, techniques, and processes of two-dimensional art processes (e.g. drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (5VA_C2011-7)D - Assessment and Reflection- utilize a variety of approaches to understand and critique works of art (GPS) (5VA_D2011-11)

UnderstandingsStudents will understand the visual characteristics of the Surrealist artists.

Essential QuestionsWhat are some characteristics of surreal art?What does Surrealism mean?How can I make my drawing look surreal?

Before this Unit, Students need to know… After this Unit, Students will be able to… Basic watercolor painting skills.Basic observation drawing skills.

Use their imagination and knowledge of the surrealist artists to make their own assembled still lifes.Differentiate between characteristics of Surrealist artists.Use complementary colors to make a monochromatic brown painting.

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Stage Two

Performance Tasks

Day One Today, students will be introduced to the work of the surrealists through a Powerpoint presentation, a video, and a teacher-guided discussion and reflection. Students will then be given the opportunity to sketch their own assembled still lifes by connecting two objects together that don’t seem to belong.

Essential Questions

What is surrealism? How did surrealists make their artwork dream-like?

Instruction Students will first be introduced to surrealism and Salvador Dali with a 10 minute video that will be rich in vocabulary as well as introducing students to the styles of Salvador Dali. The video will introduce students to techniques Surrealism artists have used to make their artwork surreal. Students will need to pay specific attention to juxtaposition, metamorphosis, and dislocation. Students will then go through a Powerpoint presentation that will be image rich. They will see even more visual examples of juxtaposition, metamorphosis and dislocation. Throughout, students will be asked to reflect on how each work of art makes them feel. They will be guided to deduce the artwork is dreamlike, unnatural, and fantastical. At the end of the Powerpoint, students will see two works of art that use Juxtaposition: Marcel Duchamp’s “Bicycle wheel” and Salvador Dali’s “Lobster Phone”. The Powerpoint will end in an essential question: “How can we use juxtaposition to make a surreal still life?” Teacher will then model the thought process of how to assemble the still life, with help from the students. Teacher will look through the items in the boxes and will pick two items that could look interesting together, and will model how to put the two together. (Powerpoint and discussion: 15 minutes. Video: 10 minutes)

Studio Students will then be given the opportunity to play around with juxtaposed and assembled still lifes. They will be given a box full of multiple objects. Students will draw in the sketchbooks different combinations of two items within their box. Students will be encouraged to make adjustments to their objects, maye taking some parts off or enlarging other parts.They will do this until the end of class.

Vocabulary 1. Dislocation: Putting something in a work of art that wouldn’t normally “belong”

2. Juxtaposition: The act of positioning two things close together that don’t normally go together

3. Metamorphosis: When an object is changed to something else4. Surrealism: A movement in art that focused on having dream-like

subject matter that sometimes did not make sense AKS A - Meaning and Idea/Creative Thinking

- engage in the creative process to generate and visualize ideas (GPS)

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(5VA_A2011-1)B - Contextual Understanding- view, discuss, and critique selected artworks (GPS) (5VA_B2011-5)D - Assessment and Reflection- utilize a variety of approaches to understand and critique works of art (GPS) (5VA_D2011-11)

Materials and Resources

Powerpoint presentation (see attached CD)Youtube videoSketchbooksObjects for still lifePencil and Erasers

Surrealism Powerpoint: What picture represents what Surrealist Vocabulary Word? After students watched the video of Dali and were familiarized with the three vocabulary words

surrealists utilized in their artwork to give their art a dreamy feel, students will play an association game where they are given an image and have to choose what surrealist vocabulary

word goes with that image, and why.

Marcel DuchampBicycle Wheel

JuxtapositionStudents should associate this image with Juxtaposition. They should see how Duchamp combined two objects that do not normally go together to make this assembled and surreal sculpture.

See also: Lobsterphone by Salvador Dali

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Renee Margritte Golconda

DislocationStudents should association this image with Dislocation. They will see how these men are dislocated; they are placed floating in a sky instead of perhaps on the street below. Some students might association this with metamorphosis. Don’t discourage that finding, for it can work with both vocabulary words. This image is an excellent example of how artists can use several different techniques to create an overall successful feel for a work of art.

Salvador DaliSwans Reflecting Elephants

MetamorphosisStudents should associate Metamorphosis with this painting. If you look closely in the pond’s reflection, you will see how the swans morph into three standing elephants. Some students might need their attention put in the lower portion of the painting, but when they see the metamorphosis, they are generally delighted.

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Day Two Students will use their sketches to draw their still lifes in pencil first, and then go over that in Sharpie. Students will plan how they want their background to look in pencil. Essential Questions

How can I blow my sketch up to fit on my page? How can I use Juxtaposition with my two objects to make an interesting assembled still life?

Instruction Teacher will show students how to draw lightly first so that if there are any issues, they can fix them. She will show them how to use all the space on the page and to create an effective composition.

Studio Students will plan another still life from the items given to make a juxtaposed, surreal still life. Students will need to make an effective composition and will need to be sure to show appropriate amounts of detail in their drawings. Once students are finished drawing their still lifes in pencil, they will need to go over

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their lines in sharpie. This will be done on a 9” by 11” sheet of white drawing paper.

Vocabulary 1. Composition: Setting up a work of art in a way so every part of the page is activated and it is interested to the eye.

2. Juxtaposition: The act of positioning two things close together that don’t normally go together

3. Still Life: A drawing of something in front of youAKS C - Production

-explore and apply media, techniques, and processes of two-dimensional art processes (e.g. drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (5VA_C2011-7)


9” x 11” sheet of heavy-stock white paperPencil and eraserObjects for still lifes

Still Life Objects

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Each table was given a bag full of an assortment of objects. Objects include:-fake flowers -toy bugs -rubber ducky -teddy bear -food-shaped erasers-golf tees -clothes pins -flower pots -plasticware -light bulb-paint brush -toy jacks -puzzle pieces -candy cone-shaped toy

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Day Three Students will use watercolors of complementary hues to give their paintings a monochromatic brown tone like the pallet seen in Dali’s paintings.

Essential Questions

How can I add color to the background to make my still life seem surreal?How can I add values to my still life to make it appear to have form?

Instruction Teacher will demonstrate how to paint the background carefully. She will use a variety of different sized brushes. Teacher will also show how colors can be mixed by adding wet watercolor to other wet watercolor. Teacher will show students the steps of painting the whole picture:

1. Put the cool complement in the background and the warm complement in the foreground and still life.

2. Add the warm complement to the landscape in the background as clouds and a sun in the sky.

3. Add the cool complement to make shadows on the foreground and still life.

Teacher will model this method to show how it gives the still life the monochromatic brown tone seen in Dali’s paintings.

Studio Students will paint their still lifes and once dry, will go over the lines in their still life with sharpie.

Vocabulary 1. Background: What goes on behind the subject, or further away from the viewer

2. Complementary Colors: Two colors that sit opposite each other on the color wheel and when put together look good, but when mixed, make

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brown.3. Foreground: What goes on closer to the viewer in a work of art4. Monochromatic: A color scheme that uses shades and tints of one color5. Shade: The darker tone of a color6. Tint: The lighter one of a color

AKS C - Production-explore and apply media, techniques, and processes of two-dimensional art processes (e.g. drawing, painting, printmaking, mixed-media) using tools and materials in a safe and appropriate manner to develop skills (GPS) (5VA_C2011-7)


9” x 11” heavy-stock white paperSmall to medium paint brushesTempera cakesWater cupsSharpie

CriteriaSelf Check List

Are my two items connected carefully and neatly? Are there hints of juxtaposition?Are my marks neat? Is my use of shading on the still life realistic (is there one light source)?Did I blend the warm and cool complementary color to make brown?Did I neatly paint around the edges of my subject in the background?

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Student Examples

ChristineMrs. Turk’s 5th Grade Class

Walnut Grove Elementary School

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DanaMrs. Turk’s 5th Grade Class


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NathanMrs. Lamb’s 5th Grade Class


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ZohaMrs. Edward’s 5th Grade Class


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Justin L. Mrs. Edward’s Class


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OwenMrs. Edward’s 5th Grade Class


Vocabulary1. Background: What goes on behind the subject, or further away from the viewer

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2. Composition: Setting up a work of art in a way so every part of the page is activated and it is interested to the eye.

3. Complementary Colors: Two colors that sit opposite each other on the color wheel and when put together look good, but when mixed, make brown.

4. Dislocation: Putting something in a work of art that wouldn’t normally “belong” 5. Foreground: What goes on closer to the viewer in a work of art6. Juxtaposition: The act of positioning two things close together that don’t normally go together7. Metamorphosis: When an object is changed to something else8. Shade: The darker tone of a color9. Still Life: A drawing of something in front of you10. Surrealism: A movement in art that focused on having dream-like subject matter that sometimes

did not make sense

ConnectionsStudents will get to use their imagination with this still life, opening up connections to areas spanning from their daily lifes to their interests.

Resources http://www.youtube.com/watch?v=_ST52WsmUIM This is a short version of a video about Salvador Dali, surrealism and vocabulary pertaining to this art movement. It is distributed for free by the Dali Museum in St. Petersburg, Florida.

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http://www.youtube.com/watch?v=_ST52WsmUIM

Documents

Surreal Still Lives- 5