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My Surrealist Room

This version was saved 13 years, 3 months ago View current version     Page history
Saved by Frank Curkovic
on December 8, 2010 at 6:32:24 am
 

(9 weeks x one 80 minute lesson a week)

This unit may shorten to 8 weeks at the discretion of the teacher due to field studies and the October break.

 

Surrealist Room Project Outcomes etc

 

Outline: Students are introduced to one and two point perspective drawing. They look at the work of Rene Magritte and other Surrealist artists. Using simple box shapes, they create a composition in a Surrealist manner in marker, coloured pencil or tempera paint.

Students are evaluated on knowledge, process, participation as well as product.

NOTE: The 2010-2011 year group are the first intake to attempt 2 point perspective. The inclusion of this aspect will continue depending on the success of the students.

 

 

*Activities are subject to change at teacher's discretion

Week 1 - Introduction to 1 Point Perspective

Holding a box in the air, students note how many and which sides they can see. How does it change when put to a low angle? Eye level etc.?
Task 1: Introduce one point perspective drawing by demonstrating the photo below.

Have students create a horizon line, then create a point on the horizon line (vanishing point).

Students practice by drawing simple box shapes with low and high angles. 


Students who finish quickly can choose an area where the light is coming from and shade in.

Task 2: Demo to students how to draw a room in one-point perspective.

Students first draw the back wall, then set their vanishing point slightly off centre to make it look more interesting.

Students should attempt adding a chair, shelf or a bookcase to begin with.

Option 1:

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Option 2:

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Homework: Complete task 2 (Required).

 Go here to view other simple tutorials for adding furniture (Optional).

Watch the video below (Optional).

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Week 2 - Surrealism

Review previous lesson. Have Ss share their homework and discuss.

Warm up: Using the crate technique, quickly draw a chair.

 

Task 1:
 Students given the 2 prints to look at in pairs to discuss (5mins). What do you see?

         


 View the following videos and then brainstorm "Surrealism."

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What does Surrealism mean? Accept all answers. (4mins)

Gather as a class to then share answers.

 

Surrealism

Surrealism is a cultural movement that began in the early-1920s, and is best known for the visual artworks and writings of the group members.

Surrealist works feature the element of surprise, unexpected juxtapositions and non sequitur; however many Surrealist artists and writers regard their work as an expression of the philosophical movement first and foremost, with the works being an artifact. Leader André Breton was explicit in his assertion that Surrealism was above all a revolutionary movement.

Surrealism developed out of the Dada activities of World War I and the most important center of the movement was Paris. From the 1920s on, the movement spread around the globe, eventually affecting the visual arts, literature, film, and music, of many countries and languages, as well as political thought and practice, and philosophy and social theory.

 

Task 2:

Students continue practicing adding furniture to their room.

Students share work to critique.

Several photos on perspective here.

 

Homework: Complete task 2 and watch the video below (Required). View Bizarre Surreal and Dark Art Pictures, more Surrealist pictures and some pics with perspective (Optional).

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If interested, Salvador Dali was another famous Surrealist painter (Optional).

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Week 3 - Introduction to 2 Point Perspective

Task 1: Interpret the following artworks by Tetsuya Ishida and Giorgio de Chirico's "Mystery and Melancholy of a Street" (1914):

  • It makes me think about...
  • The artist is saying...
  • Mood and feeling: calm, violent, sad, joyful, angry, hopeful, scared, etc.
  • The artists wants you to see...
  • The artist wants you to think about...
  • The artwork reminds me of...
  • I want to know...
  • If I could ask the artist a question, I would ask...
  • Symbols, metaphors
  • Meaning, context
  • What is the relationships between all the individual parts of the work?

 

 

 

Task 2 - Intro to 2 point perspective drawing (create the drawing as the tutorial progresses)

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Though both interiors, Tetsuya Ishida's picture uses 2 point perspective whereas Magritte uses 1.  

        

 

View this other video on using 2 point perspective for interiors.

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Homework:

 Complete another basic 2 point perspective drawing as done in class. Experiment where the horizon line is etc. What would 2 buildings side by side look like? A two-story building? Choose one and experiment. (Required)

Complete another drawing of either a) an interior OR b) a cityscape. (Required)

BOTH DRAWINGS DO NOT HAVE TO BE HEAVILY DETAILED.

 

View some of these Surrealist pictures (Optional).

 

Week 4 - Planning

Task 1:

View student work via Flickr here (note: pictures are only 1 point perspective). What do you think about the artwork?

  • The best part of the work is...
  • The strengths of the work are...
  • The weaknesses of the work are...
  • The artist communicates ideas by...
  • I learned...
  • I like___because...
  • I dislike ___because...
  • I would(n’t) choose to hang this work in my room because...

      

 

Task 2 - Planning phase of work:

  • You will need to carefully plan your work. You will create a large composition either in marker, coloured pencil or in tempera paint.
  • Will you have a theme or statement for your work (i.e. alienation, loneliness, advertising, religion etc.).
  • Decide if you will use one point or two point perspective. Will it be a room or landscape? Interior or exterior?
  • Brainstorm some ideas for your work. It is normal to often create several sketches to try out your ideas.
  • Will your paper be placed portrait or landscape? Where will your horizon line be placed (low, eye-level or high)? What items will be in the room? What structures will be in your landscape? Where will they be placed? Will you change their sizes? Will you incorporate symbolism?
  • What surrealist elements will you incorporate (refer to paintings by Magritte, Dali and other Surrealist artists).
  • Jot ideas down on your planning sheet.
    Visualize the scene in your head.
  • Discuss your ideas with another student.

 

 

Review rubric.

Students may begin drafting their final piece if a planned sketch is provided. This should be done lightly in HB pencil.

 

Homework: Planned sketch should be completed by next class. 

 

Week 5 - Project

Students continue drafting out their layout.

 

Homework: No homework is given in the next 4 weeks as students are permitted to use the art room during lunch hour or after school as they see fit to work on their compositions.

Watch the video below (optional).

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Week 6 - Project

Students continue working on their project. Pencil work should finish this week.

 

Homework: (as in week 5) 

 

Week 7 - Project

Students continue working on their project and should be on the colour stage.

Teacher to demo coloring techniques if required. Students should consider tone and value to show shadow.

 

Homework: (as in week 5) 

 

Week 8 - Project

Final week for students to complete work.

 

Homework: Art work due next week!

 

Week 9 - Presentation & Evaluation

Presentation and evaluation of work.

 

You will need to include an artist statement/self reflection with your piece.

In paragraph form, please include the following information as well as key vocabulary used in class. 
Describe your composition.
Describe how you incorporated Surrealist elements into your picture.
Describe the difficulties and successful elements you had in this drawing.
What do you think you have learned, or improved on in this project?
If you had to repeat this project, what would you improve on or do differently and why?

 

To achieve a 7/8 on the rubric, it states:

The student reflects critically and in-depth on his or her artistic development and processes at different stages of their work and carries out an excellent evaluation.
This shows a considered appraisal of quality of work and improvements that could be made.
The student intentionally uses feedback in their development and processes, with appropriate consideration of his or her artistic processes.

 

Student example:

    My artwork is based on one-point perspective. It shows two majorly different kitchens. The kitchen on the right side represents wealth and development by having a refrigerator, sink and all these things we see in a modern developed house. On the other hand, on the left side we see a very different feature. I drew a house without any electronics and basically drew a devastated house. The main theme I wanted to depict was the big difference between developed countries and countries that  face poverty.

    The ways I incorporated Surrealist elements are by separating the two rooms and by using varieties of light and dark colors. For example, I used lighter colors on the developed kitchen on the right to show happiness. Light colors have a positive image so I tried to concentrate on using light colors that stand out. However, for my poverty room I focused on using dark colors to show depression. It was quite hard choosing the right color since black was my only solution. So what I did was use black with different values and tones.

 

    The difficulties I had was to draw the room based on one-point perspective. The reason is because I got confused sometimes where the vanishing point was and since I have never drawn a kitchen before it was a challenge for me. It was also very hard to draw a poverty kitchen since I have never seen one and the Internet was not very helpful either. So what I had to do was use my imagination. I learnt and improved many things throughout this task. I was able to learn how to draw in one-point and two-point perspective, which I have never tried before. Trying to draw in two-point perspective was very difficult but I was able to accomplish it by following the tutorial on YouTube.

 

    I think I improved on my coloring skills. Before this task, I was not very familiar with coloring in different values. However, now I have learnt that you can use one color with different tones. If I could repeat this project again I would first of all plan more carefully. It came out to be that it is very hard to understand the theme for my artwork. So if I were to do it again, I would draw it so that the theme is clear and easily understood. I would also draw something that I know a lot about so I will understand more about what I’m supposed to draw. Since I used color pencil this time, next time I would like to paint. The reason is because it came out to be that I am not very good with using color pencils so maybe I might be better at painting. Overall, I enjoyed this project and through this, I was able to learn and try new things.

 

Teacher Resources:

http://thebloomingpalette.blogspot.com/2010/01/surrealism-and-one-and-two-point.html

http://www.learner.org/courses/globalart/theme/2/index.html (Dreams and Visions video)

 

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