The Surreal Hotel Unit
5th Grade 5 day unit with 45 minutes of instruction Materials Magazines, scrap paper, construction paper, sketching/planning paper, pencils, scissors, glue, bulletin board paper, pens and markers, images of Sandy Skoglund’s, Salvador Dali’s, and Rene Magritte’s art Artist Sandy Skolglund, Salvador Dali, and Rene Magritte Big Idea Fantasy vs. reality Key Concepts Things that are real can become fantasy by making simple changes. Essential Questions How can something from reality be changed to become fantasy? |
Inspirational Images From Sandy Skolglund, Salvador Dali, and Rene Magritte
Standards of Education Art SOLs 5.1). The student will use steps of the art-making process, including brainstorming, preliminary sketching, planning, reflecting, and refining, to synthesize ideas for and create works of art. 5.13). The student will describe similarities and differences among art and artists from a variety of cultures. English SOLs 5.2). The student will use effective verbal and nonverbal communication skills to deliver planned oral presentations. 5.7). The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade. National Art Standards 3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas |
Student Collage Examples
Lesson Plans Day 1 Activity: Discussion of artists and creative planning in groups Objective: After viewing and discussing Sandy Skoglund, Salvador Dali, Rene Magritte, and Surreal Art, the students will plan the design for a Surreal Hotel in table groups and define Surrealism. Day 2 Activity: Review and collage construction Objective: After planning the design for their hotels, the students will begin to construct their collages and restate the meaning of Surreal Art and recall the surreal artists discussed. Day 3 Activity: Review and collage construction Objective: After reviewing the surreal artists and beginning construction on their surreal rooms, the students will finish the construction of their collage and compare and contrast the artists. Day 4 Activity: Assembly Objective: After completing their individual pieces of the hotel, the students will collaborate to form the background of the hotel and to attach all the pieces together. Day 5 Activity: Presentations and reflections Objective: After completing the Surreal Hotel, the students will create a paragraph that describes their hotel to viewers and will present their hotel to the class. |
Finished Work With Student Writing
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Recycled Faces Unit
3rd Grade
2 day unit with 45 minutes of instruction Materials Crushed cans, card stock, acrylic paint, puffy paint, hot glue gun, pencils Artist/Inspiration Jonathan Brilliant & Didier Triglia Big Idea Environmental sustainability Key Concept Materials in our environment can be used for multiple purposes. Essential Questions What are some materials we use and dispose of that we could turn into art? |
Finished Student Work
Standards of Learning Art SOLs 4.2). The student will demonstrate craftsmanship in personal works of art. 4.3). The student will use imaginative and expressive imagery to create works of art. National Art Content Standards 1. Content Standard: Understanding and applying media, techniques, and processes |
Students Exploring and Discussing Recycled Art
Day 1 Activity: Discussion of artists and painting on cans Objective: After viewing and discussing art that utilizes used materials found in the world, the students will use cans to design an expressive face using acrylic paint and discuss materials they use that could become art. Day 2 Activity: Puffy paint decorations and background drawing Objective: After reviewing recycling and the artists discussed last class, the students will decorate their can with puffy paint the background with metallic markers and will reiterate the importance of taking advantage of the materials that are plentiful in their environment. |
Finished Student Work
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Positive and Negative Logos Unit
3rd Grade 3 days of 45-minute lessons Materials Sketch paper, pencils, white paper, black paper, glue, scissors, small white paper, PowerPoint of images of logos and positive and negative space, sketches, examples, Logos Artist/Inspiration Edgar Rubin – Vase Logos that utilize negative space Big Idea Identity Key Concepts Certain characteristics are used to identify people. Essential Questions What is something that is important to you that you use to identify yourself? |
Inspirational Images of Logos That Use Positive and Negative Space
Standards of Education Art SOLs 3.7) The student will use the following in works of art: 2). Space—positive, negative 3.13) The student will identify how history, culture, and the visual arts influence each other. National Art Content Standards 2. Content Standard: Using knowledge of structures and functions |
Student Process Images
Day 1 Activity: Discussion and sketches Objective: After viewing and discussing images of positive and negative spaces and logos, the students will design three to five drafts of a logo to identify themselves utilizing negative and positive space in some way. The students will be able to verbally define positive and negative space as well as logos. Day 2 Activity: Creation of final logo Objective: After designing three to five logos, the students will choose their favorite and cut (or draw on) it out of white paper and restate the meaning of negative and positive space and logos. Day 3 Activity: Border for logo Objective: After the students cut their logo out of white paper, the students will make a notan border using black and white paper and then they will paste their logo in the middle of the paper. The students will restate the meaning of positive and negative space and logos. |
Finished Student Work