This unit aims to introduce students to Surrealism and the work of Joan Miro through exploring how surrealist artists produced work based on dreams and imagination. Students will analyze Miro's use of color, shape, line and other techniques in his paintings and apply what they learn to design an original surrealist portrait. Key objectives include understanding Surrealism, recognizing Miro's style, and creating artwork that incorporates at least three Miro techniques. Students will develop their understanding of abstract art and how it differs from realistic representations.
Original Description:
Gaynes SOW Year 9 Term 2 Surrealism Imagination 2012
This unit aims to introduce students to Surrealism and the work of Joan Miro through exploring how surrealist artists produced work based on dreams and imagination. Students will analyze Miro's use of color, shape, line and other techniques in his paintings and apply what they learn to design an original surrealist portrait. Key objectives include understanding Surrealism, recognizing Miro's style, and creating artwork that incorporates at least three Miro techniques. Students will develop their understanding of abstract art and how it differs from realistic representations.
This unit aims to introduce students to Surrealism and the work of Joan Miro through exploring how surrealist artists produced work based on dreams and imagination. Students will analyze Miro's use of color, shape, line and other techniques in his paintings and apply what they learn to design an original surrealist portrait. Key objectives include understanding Surrealism, recognizing Miro's style, and creating artwork that incorporates at least three Miro techniques. Students will develop their understanding of abstract art and how it differs from realistic representations.
Title of Unit Surrealism and the Imagination Term 2 Year Group 9
Aims All students will: (Level 5)
To develop understanding of the Surrealist art movement Understand that the surrealists produced work based on To explore the work of Joan Miro dreams and the imagination To investigate the importance of Shape, Line, Pattern, Colour, Composition and To be able to recognise a Miro painting the expression of mood in Abstract Art Design a surrealist portrait using their imagination and To design and make an Abstract Surrealist Portrait ideas taken from the work of Miro Objectives Create artwork using at least 3 different Miro techniques
Key Questions Most students will: (Level 6) What is Surrealism? Understand how surrealist artists produced work based Who is Joan Miro? How can you recognise his work? on the imagination and give their own opinions & ideas What is abstract art & how can you understand what is happening in a painting? To be able to describe the key features of a Miro What are the similarities and differences between abstract and realistic art? painting colour, line, pattern, shape What are the techniques that Miro used in his painting? Develop and refine ideas to create a surrealist portrait Describe Miro's use of colour, shape, line, pattern, composition using their imagination and ideas inspired by Miro How has Miro used colour in his work? Create a successful surrealist portrait using at least 4 different Miro techniques Social Students will work with a partner to produce a series of observational drawing. Some students will: (Level 7) They will model with each other taking turns to pose and to draw. Have a detailed understanding of how surrealist artists Moral Does it matter if you cant always understand what is happening in a piece of produced work using their imagination and be able to art or should the viewer always be able to understand what the artist is painting? formulate their own ideas and opinions Spiritual Miro was known to starve himself to create hallucinations to help him come To be able to explain how Miro came up with his ideas up with ideas. Do you think you need to have a certain kind a character to be an artist? as well as how he put them into practise to create his art Cultural Miro is a Spanish artist. Can you see any hints in his art work as to the work use of key words and full sentences/paragraphs culture surrounding his work? Do you think art work says more than an artist intends? Develop and refine their own designs to create a surrealist portrait, successfully combing their own ideas and that of Miro Design and create a confident surrealist portrait using at least 5 different Miro techniques What the unit covers Art 2D Painting Printmaking Sculpture Individual work Tone Colour Pattern Line Design Craft 3D Collage Digital Media Textiles Group work Shape Texture Space Form Starters - Re-cap on previous work, questioning, level & art work examples, student set targets for the Keywords + Concepts lesson, peer/whole class assessment, demonstration of practical skills Art, Craft + Design, Image, Design, Line, Shape, Plenaries Group critique, exit tickets, questioning, evaluation against success criteria, Colour, Tone, Pattern, Composition, Imagination, peer/self-assessment, marking Surrealism, Abstract, Flat colour, Colour wash Weeks 1 & 2 Resources Drawing test Self-Portrait with a focus on proportion and use of tone Art books, Pencil, Rubber, Worksheets, The Introduction to Surrealism and the concept of art work made using the imagination Internet, Visual aids, A3, A2 Watercolour paper, What is abstract art? What are the similarities and differences between abstract work and art Block paint, Watercolour paint, Felt pens, Marker work that is realistic? Students discuss using the key words and expressing their own opinions pens, Blue-Tac, Mirrors, Drawing pencils Weeks 3, 4, 5 & 6 Differentiation Students analyse a Miro painting. They use key words to express their own opinion and their Size/Scale of paper/work own response to his work. Students illustrate their ideas with drawings of Miros art work. Use of materials/technique Students study further the work of Miro. How did Miro use colour, pattern, shape, line and Choice of different materials/media composition? What is the subject matter? Can you see a persons face? Differentiated worksheets Students analyse the techniques that Miro used in his paintings. Students focus on how he Differentiated homework sheets applied the paint and how he used colour. All ideas will be used in their own work later on. Starter sentences and key words Students produce a series of drawings based on key facial features and using their Breakdown of levels on board observational skills. This is a 2 minute timed drawing activity and students will work in pairs. Demonstrations and examples on board Students now repeat the subject matter but this time they use their imagination and other Seating plans/G&T,SEN & EAL identified ideas taken from studying Miro and Surrealism. Extension activities Weeks 7 Artists Students now use these ideas for their own independent Surrealist painting. Surrealism, Miro, Dali, Magritte Weeks 8, 9, 10 & 11 Cross-Curricular Links Maths, RE Students plan their work and explain what ideas and designs they will use in their own work. Literacy Research, Evaluation Students use either A3 or A2 watercolour paper and start by drawing out their design. Numeracy Composition, Shape, Pattern Particular attention should be paid to composition, use of space, line and pattern. ICT Research, Visual displays, Worksheets Students then begin to add colour to their work. Colours should be well thought out and should Applied learning - Group discussion, peer illustrate colours that Miro used in his work. This would include use of primary colours. assessment, contextual studies, the design Students should aim to show at least 3 of Miros techniques in their own work. This would process include use of flat colour, wash of colour, Miros trademark lines and shapes, primary colours, BLP skills Plan, research, explore, adapt, bright colours, strong composition. imagine, experiment, make links, assess, set Students finish their work by out lining using a black marker pen. The colour black features targets, know how to improve, reflect, evaluate, heavily in Miros work and it also gives an outline and definition. give & receive criticism, co-operate, discuss, persevere, manage distractions & dont give up! Week 12 Assessment (N.C. levels 3 - 8) Self-Assessment and Evaluation Termly set homework project Students have the opportunity to reflect on the work they have produced this term and assess End of unit level & Interim grades the progress they have made. Peer, self and teacher evaluation