I.

Lesson Number, Grade Levels, Title, and Duration:

Lesson: 4
Grade: 9th
Title: Realism, Abstract, or Expressive
Duration: Two 50 minute class periods

II. Lesson Rationale: In this lesson, students will discover the various styles used by Surrealist
artists, realism, abstract, and expressionism. These representations will assist the students in
deciding how to depict their dreams in a painting. When exploring these styles, students will
practice decision making skills choosing to use the styles, either as a whole or various aspect of
each style and combining them. This style knowledge is also important for knowledge in art
history and recognition of these styles in other artworks. The students will have an opportunity
to create meaning and interpret their dreams by looking at the dream encyclopedia website.
Students will learn to problem solve by creating a preliminary drawing or plan for a final piece.
Creating a plan helps the student work through issues before they start working on a large
piece. This helps the process of creating an artwork become less frustrating. By creating the
plan the students will begin to visualize the final artwork, and be more willing to push the
envelope and take risks.

III. Key Concepts:

Artists use different styles to express their dreams in art.

IV. Essential Question:

What are the styles that Surrealist artists use in their work?
How can you express your dreams in artwork?

V. Lesson Objectives:
Students will be able to distinguish the three styles used in Surrealist artwork, abstract,
realism, and expressionism by studying at three Surrealist artworks and by giving small group
presentation of the three styles based on in class research. This objective will be assessed by
the way the student is able to discuss the characteristics of each of the styles.

Students will be able to formulate a preliminary design for a final artwork that
incorporates ideas, symbols, or representations seen in their dreams to work through potential
issues that deal with color, composition, style, and form by creating a mind map of ideas from
their dream journals and constructing three small thumbnail sketches.

Students will be able to incorporate one of the three styles in their work by creating three
small thumbnail sketches that includes defining characteristics of the chosen style or styles.

VI. Specific Art Content:

Art styles - abstract, expressionism, realism, Form, History, Surrealism, Design, Preliminary
drawings/composition sketches, Composition

VII. Resources & Materials for Teacher:

Artworks using the three styles in the book Surrealism curated by Constance Schwartz and
Franklin Hill Perrell
Andr Masson - Constellation II - 1943
Salvador Dal - The Obsequies for Cloida from The Marquis de Sade -1967
Ren Magritte - Le cicone - 1963
Dream dictionary website - http://www.dreammoods.com/dreamdictionary/
How to Brainstorm & Draw Thumbnail Sketches, Full Tutorial https://www.youtube.com/watch?
v=LKuK_RyNGXc

VIII. Resources & Materials for Students:

Sketchbook
Large sketch paper
Pencils
Dream journals
Computer/tablet

IX. Instruction and Its Sequencing:

Day 1
1. Introduction/Motivation:
The three artworks Andr Masson - Constellation II, Salvador Dal - The Obsequies for
Cloida from The Marquis de Sade, and Ren Magritte - Le cicone will be displayed as the
students walk in. Ask them to take notes over what they notice for each one. What are the
differences between the works? Similarities?
2. Guided Practice
Students will discuss their observations as a whole. The class will be split into three
groups. Each group will be in charge of one of the three styles and its corresponding artwork.
They can go and research the style, point out characteristics, other artworks that use the same
style.
3. Independent Practice
Each group will then give a short (3-5 minute) presentation to the class about their style.
Answer questions like, what are defining characteristics of this style? How does it differ from the
other two styles? What artists work in this style? What other artworks can you find that use this
style? While each group presents, other groups will take notes in their dream journal. Instructor
will fill in the gaps about the style to any group that misses some of the key components of the
style.
4. Closure
Students will watch the first minute of the How to Brainstorm & Draw Thumbnail
Sketches video. They will spend the last part of class to start creating a mind map of concepts in
their dream journal. This mind map will help the students get a few ideas for their final artwork
and thumbnail sketches.
 5. Formative Evaluation
Instructor will check with each small group before they present their style to the class.
Additional information that the students may have missed can be added by the teacher.
Instructor will ensure that books and technology are being used for quick research purposes. If
students are struggling provide them with one on one help.
6. Classroom Management Procedures
Ensure students give proper attention to presenters and use technology for research
purposes.

Day 2
1. Introduction/Motivation:
Students will begin the day by pulling out a recurring or favorite symbol or object from their
dream journal. They will then explore the dream dictionary website to see if the symbol has any
meaning or interpretation.
2. Guided Practice
Students will watch the rest of the How to Brainstorm & Draw Thumbnail Sketches video.
What are thumbnail sketches? Why are they important? Students will finish their mind maps and
pull out three ideas to create sketches about.
3. Independent Practice
Students will draw three small thumbnail sketches and decide which of these thumbnails
has potential to be their final piece. Instructor will meet with each student to help make this
decision or work out any problems the student may be facing, such as issues deciding on style,
content, or composition.
4. Closure
Students will have chosen one single thumbnail, or even a combination of two for their
final artwork. Students will talk with classmates at their table or in small groups about their
sketches and ideas. Students will have the opportunity to receive feedback from fellow students
about their thumbnails and the potential final artwork.
5. Formative Evaluation
Instructor will monitor student progress by checking in with each student about their ideas in the
mind map and thumbnail sketches. Instructor will help the student to work through ideas and
provide assistance on how to maximize and improve skills.
6. Classroom Management Procedures
Students will remain on task by requiring the three thumbnails to be completed and
checked before class has ended. Those who have not finished may work on it outside of class
time and at the beginning of the next class with have their thumbnails and mind maps checked
by the instructor.

X. Summative Assessment and Evaluation:

What do I want to know?
If the student participated in assigned mini presentation of assigned style
If the student created a mind map based on sketches and writings in the dream journal
If the students created three thumbnail sketches based on their mind map
How will I know it?
 By watching students work on and present about assigned style
By looking at the mind maps and content in dream journal
By seeing three thumbnail sketches be produced based on the mind map
How will I record it?
In a checklist

Checklist for Lesson 4 - Realism, Abstract, or Expressive

Did the student actively participate in group presentation over assigned style? (participate by
conducting research or sharing with the class)
Did the student create a mind map that correlates with ideas in their dream journal?
Did the student create three different thumbnail sketches of potential compositions for their final
piece?

XI. Interdisciplinary Connections:

Language arts - researching, comprehension, writing, oral presentation
Technology - using a computer or tablet to conduct research

XII. References & Resources:

Schwartz, C., Perrell, F. H., & Lekatsas, B. (2000). Surrealism: September 29, 2000-January 14,
2001, Nassau County Museum of Art. Roslyn Harbor, NY: Nassau County Museum of Art.

Clara Lieu. (2016 October 21). How to Brainstorm & Draw Thumbnail Sketches, Full Tutorial
[Video File]. Retrieved from https://www.youtube.com/watch?v=LKuK_RyNGXc

Dream Dictionary. (2017, January 1). Retrieved from

http://www.dreammoods.com/dreamdictionary/

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:
(B) identify and understand the elements of art, including line, shape, color,
texture, form, space, and value, as the fundamentals of art in personal artwork;
(C) identify and understand the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
 personal artwork; and
(D) make judgments about the expressive properties such as content, meaning,
message, and metaphor of artwork using art vocabulary accurately.

(2) Creative expression. The student communicates ideas through original artwork using
a variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined effort
and progressive problem-solving skills. The student is expected to:
(A) use visual solutions to create original artwork by problem solving through
direct observation, original sources, experiences, narrations, and imagination;
(B) communicate a variety of applications for design solutions;
(D) create original artwork to communicate thoughts, feelings, ideas, or
impressions;
(F) demonstrate effective use of art media and tools in drawing, painting,
printmaking, sculpture, ceramics, fiber art, design, and digital art and media.

(3) Historical and cultural relevance. The student demonstrates an understanding of art
history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The
student develops global awareness and respect for the traditions and contributions of diverse
cultures. The student is expected to:
A) compare and contrast historical and contemporary styles while identifying
general themes and trends;
(B) describe general characteristics in artwork from a variety of cultures, which
might also include personal identity and heritage;

(4) Critical evaluation and response. The student responds to and analyzes the artworks
of self and others, contributing to the development of the lifelong skills of making informed
judgments and reasoned evaluations. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in artwork by self, peers, and
other artists such as that in museums, local galleries, art exhibits, and websites;
(B) evaluate and analyze artwork using a verbal or written method of critique
such as describing the artwork, analyzing the way it is organized, interpreting the artist's
intention, and evaluating the success of the artwork;

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.