ART LESSON / UNIT PLAN

KANSAS CITY ART INSTITUTE

Name of Lesson: _Dream Scenes_ Class: _Art 2-D_
Grade (s): _ 7th & 8th grades_
Name of Teacher Candidate: _Alison L. Miller______________________________________________________ MoPTA Lesson Plan Format (revised by
KCAI)

Rationale:
Students have had many experiences in their lives that may be hard to
express in words. In order to tap into and process these experiences,
students will transform ordinary objects into dream-like scenes in the
style of Marc Chagall. Students will use surrealistic art-making
processes, such as distorting or exaggerating scale, color, space,
perspective, etc. to learn how to express their inner feelings, fantasies
and memories through imagery.
Learning Objectives:
Students will.
Studying artists,
Integrating
art/Understanding art
technology
- Students will view examples of Marc
- Students will view examples of Marc
Chagalls and other surrealistic artwork Chagalls and other surrealistic art as
and discuss the purpose of using inner projected onto a screen from
feelings, fantasies and memories in
PowerPoint.
art.
- Students will discuss the purpose of
- Students will display in-progress and
distorting and exaggerating the scale,
completed artwork on the projector
color, space, perspective, etc. of
screen through Apple TV.
everyday objects in artworks.
- Students will discuss the following
vocabulary words: surrealism,
distortion and exaggeration.
Creating/ Expressing
Evaluating art
works
- Students will use their previously
- Students will compare and contrast
made contour drawings to create a
their work with the work of Marc
surrealistic composition from disparate Chagall and other surrealists.

(2-3 sentences about why this

topic is important and relevant to
age group)

List the lessons objectives and

learning outcomes appropriate for
meeting curricular and student
needs.
Include objectives for:
studying artists,
art/understanding art
integrating technology
creating/ expressing
evaluating art works
exhibiting art works

parts, which will include a focal point

and three supporting elements.
- Students will use markers and oil
pastels to create a unified scene from
disparate parts.

- Students will critique their artwork in

small groups.
Students will critique their artwork with
the whole group.
- Students will fill out final reflection
sheets about the assignment.

Standards/Quality Indicators/Skills
Missouri
National Core Art Standards
MOVA:FAI.3A.7
MOVA:FAI.3A.8
MOVA.FAI.3C.8
MOVA.FAII.1F.8
MOVA.FAII.2B.7
MOVA.FAIII.1A.7

Identify the Missouri and national

[art core] standards, quality
indicators, and skills addressed for
each objective.

VA:Cr1.1.8a
VA:Cr2.1.8a
VA:Cr3.1.7a
VA:Cr3.1.8a
VA:Re8.1.8a

Visuals:
Marc Chagall

I and the Village

Juggler

List at least 2 visuals that are

relevant and appropriate to the
lesson objectives.

Music

The Birthday

The

Time is a River Without Banks

Salvador Dali

The Persistence of Memory

Jazz

Surrealist
Crystalline Still Life
Composition with
Invisible Figures

Art Part

Lesson Structure and Daily Procedures

Engagement/Opening

Consider the Studio Thinking and

 Introduction
DAY 1
- To begin the lesson, the students will view a PowerPoint presentation that
will introduce students to the work of Marc Chagall, other surrealists, and
the assignment.
- The students will be introduced to the rubric and final review.
Review of any concepts
- The students will review the contour drawings they made previous to the
lesson.
- The students will review how to transfer images from one piece of paper to
another.
- The students will learn/review the vocabulary words surrealism, distortion
and exaggeration.
Checking for Understanding
Demonstration/Lecture
- To begin the lesson, the students will view a PowerPoint presentation that
will introduce
students to surrealism, the work of Marc Chagall, and the assignment.
- Students will watch a demonstration of how to transfer images from one
piece of paper to another.
- Students will watch a demonstration demonstrating how to use their
contour drawings of everyday art room objects to create a surrealistic
composition.
Students at Work
- Students will work individually.
- Students time will be split among the introductory PowerPoint, watching
demonstrations, and working individually on their surrealist compositions.
In progress Assessment
- Students will be asked about their knowledge of surrealism, contour
drawing, transferring images from one piece of paper to another, and the
use of markers and oil pastels.
- Students will share their in-progress outworks on the projection screen via
Apple TV.
Clean up
- Students will be warned when they have ten minutes left to work.
- Students will be asked to clean up when 7 minutes are left before class
ends.

Choice-Based Education Models

here in your strategies for
engaging students.
Link your procedures to your
objectives

 Review and Closure

- Students will critique their artwork in small groups and as a whole group.
Final assessment (if applicable)
- Students will write a final review and fill out their rubrics.
Resources and Supplies:
Books (author, date, title)
Web (URL and title)
https://www.waset.org/abstracts/7584 - World Academy of Science, Engineering
and Technology
http://www.dali-gallery.com - Salvador Dali Art Gallery
http://www.leslieparke.com/tag/elizabeth-murray/ - Leslie Parke
http://www.nelson-atkins.org/studio33/listen_.cfm?
id=32065&object=179&col=Contemporary - Nelson-Atkins Museum of Art
http://www.artnet.com/artists/marc-chagall/ - ArtNet
http://www.biography.com/people/marc-chagall-9243488 - Biography.com
http://www.guggenheim.org/new-york/collections/collection-online/artists/1172 Guggenheim Collection Online
http://www.moma.org/collection/object.php?object_id=78984 - Museum of Modern
Art
Images
Marc Chagall

I and the Village

Juggler

Music

The Birthday

The

List all resources (book, web, art

supplies, etc.) used in the planning
of and during the instruction of the
lesson(s). Be specific!!

Time is a River Without Banks

Salvador Dali

The Persistence of Memory

Jazz

Surrealist
Crystalline Still Life
Composition with
Invisible Figures

Art Part

Supplies / Equipment
-

18 x 24 white paper (1 piece per student)

No. 2 pencils (1 per student)

Markers
Oil pastels
Tracing paper
Contour drawings of classroom objects students have prepared in advance

Other (ex.: teacher-made resources)

-

PowerPoint presentation
Completed teacher sample (American Hero portrait tile)
In progress teacher sample (worked on during each class)
Student samples
Rubric
Scoring Guide

Technology:
- Overhead projector
- Apple TV
- Computer
- iPads (one per student)
- Internet
Assessments:
In progress assessments:
Before
- Students will be asked what they know about surrealism and surrealist
artists.
During
- Students will be asked about their knowledge of surrealism, contour
drawing, transferring images from one piece of paper to another, and the
use of markers and oil pastels.
- Students will share their in-progress outworks on the projection screen via
Apple TV.
After
- Students will compare their work to the surrealist work they viewed at the
beginning of the lesson.

List all Instructional and/or

assistive technology incorporated
into the lesson(s) to enhance
instruction and student learning,

List Assessment(s) used before,

during, and/or after the lesson.
Attach 1 tool you can use with
students that you have created for
this lesson/unit.

Students will arrange their artwork together in order to critique their

completed projects.
- Students will fill out final reflection sheets and rubric.
Plan for critique / exhibit:
Critique
- Students will compare their artworks to the ceramic portraits they viewed at
the beginning of the lesson.
- Students will arrange their artwork together in order to compare and
contrast their completed projects.
Exhibit
- Artwork will be displayed on display boards in the hallway.
Differentiation/Accommodations/Modifications/Increase in Rigor:
Increase in Rigor:
Students will add 3-D elements to their artworks.
The teacher and students will develop an alternative assignment.
Modifications:
If needed:
- Students will be given different questions to focus on during the final
reflection.
- Students will be given a modified rubric.
Students will be allowed to present information for the final reflection in
an alternative
format.
- Students will be allowed to reach an alternative resolution to the
assignment while following
the typical instructions.
The teacher and the student will develop an alternative assignment.
Accommodations:
If needed:
The teacher will provide a worksheet listing the information provided in
the presentation.
The teacher will provide an assignment worksheet, display the
assignment, and present the

Identify how you will modify

content, materials and/or
environment to meet the needs of
diverse learners.

assignment verbally.
- The teacher will say and write down the ideas students suggest during the
whole group
discussion.
The teacher will allow extra time to complete tasks.
Classroom Management:
- The teacher will present the information in a positive manner.
- The teacher will keep the presentation short, use many pictures in the
Powerpoint, and include a few words in the presentation for emphasis.
- The teacher will stop presenting information if students are talking amongst
themselves or otherwise interrupting.
- To keep students on task, the teacher will spend time walking around the
room and speaking with students about their progress as they work on their
projects.
- The teacher will reiterate what the students should be considering as they
work on their projects.
- The supplies will be easily accessible to students and easy to clean up.
Extensions:
- Students will have the opportunity to write stories describing what is
happening in their artwork.

Reflection (150 words):

you turn in final copy)

Identify strategies you will use to

help keep students on task and
actively engaged AND to redirect
inappropriate behavior.
Consider the materials you will be
using, and how they might be
organized.

Identify activities for early

finishers that extend students
understanding of and thinking
about the learning objectives by
applying their new knowledge in a
different way.
See CHOICE BASED EDUCATION
text PART II for examples

(complete this after lesson has been taught, before

Learning Statement

The Art 2-D students explored surrealism using objects found in the Art Room. They
then created contour drawings of those objects. The students transferred their
drawings onto drawing paper to make surrealist images that distort and exaggerate
scale, color, space and perspective.

If you were to teach this lesson

again, to the same age group, how
would you change the lesson?

Students also studied intermediate colors. They employed their new knowledge to
paint realistic skin tones and bright backgrounds.
Images of Student Work (include minimum 4 examples )

MO STANDARDS
MOVA:FAI.3A.7 - Create original artwork using the following subjects: human figure; still life from observation.
MOVA:FAI.3A.8 - Create original artwork using the following subject: realistic landscape; abstract landscape.
MOVA.FAI.3C.8: - Create an original artwork that communicates ideas about the following themes: environment; time
(past, present, future).
MOVA.FAII.1F.8 - Identify and use a range of values
MOVA.FAII.2B.7 - Identify and use center of interest (focal point)
MOVA.FAIII.1A.7 - Discuss and develop answers to questions about art: What is art?; Should art look real?; Should art
be beautiful?
MOVA.FAIII.2A.7 - Describe the artwork and subject matter. Describe elements (line, form, shape, color, value, texture,
space) and principles (balance, empha- sis, contrast, rhythm) as they are used in artworks. Interpret the subject and
theme, supporting them with the artists use of elements and principles.

NATIONAL STANDARDS
VA:Cr1.1.8a - Document early stages of the creative process visually and/or verbally in traditional or new media.
VA:Cr2.1.8a - Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings
that emerge in the process of art- making or designing.
VA:Cr3.1.7a - Reflect on and explain important information about personal artwork in an artist statement or another
format.
VA:Cr3.1.8a - Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
VA:Re8.1.8a - nterpret art by analyzing how the interaction of subject matter, characteristics of form and structure, use
of media, art- making approaches, and relevant contextual information contributes to understanding messages or
ideas and mood conveyed.