Hidden Behind the REM

Grade Level
10th grade, 90 minutes
Rationale
Dreams are the most memorable during the rapid eye movement phase of sleep, or what
is abbreviated as (REM). This is the part of sleep when the brain is mostly active. The
eyes move continuously while in this phase of sleep, which allows one to remember a lot
that occurs. If one gets a full eight hours of sleep, a person can stay in the REM phase of
sleeping for about two hours out of the eight. Within that time, majority of people have
three to five dreams per night.

When a dream occurs, how can one figure out the meaning of the dream? There has been
plenty of theories throughout centuries stating what dreams could possibly mean. The
Freudian theory states how dreams might display insight of hidden desires or emotions.
Other theories about dreams have stated how they could be a way to problem solve, some
sort of memory process, or just random brain activity. In the Greek and Roman Period,
they believed that dreams were important messages from deities or people that have
passed away, and that they could predict what would happen in the future. Dreams can
also be known to display different aspects of yourself. No matter what is shown in the
dream, a person might be able to identify with anyone or anything in their dream. This
can also mean that dreams might be a way of reflecting back on yourself and who you are
as a person.

In this lesson, the students will share how they interpret their dreams and what specific
dream has impacted their memory. They will be asked to paint an image of themselves
either in a dream state or how they interpret themselves in a particular dream they have
chosen for this assignment. Students can also paint the perspective of what they see in the
dream, rather than putting themselves in the painting. The project is up to their
interpretation of the dream they have chosen. Students will learn how to distinguish a
dream state image, connecting them to any memories that influenced the dream or what
recognizable subjects were in the dream. They will begin to determine if the dream
displayed more organic shapes or geometric shapes and learn how to symbolize those
shapes in their artwork. The element of paints will also incorporate the importance of
value and texture in the piece, allowing subjects to have a three-dimensional effect.

Key Concepts
Memories impact your dreams
The subconscious is more powerful and contains more than the conscious state
Recalling what state of sleep you dream
Identifying a variety of dream theories
The value scale is applied to artworks to show the lightness and darkness in
colors
Essential Questions
Why are dreams impacted by memories?
How does the subconscious obtain more than your conscious state?
What state of sleep can you recall your dreams in?
How is identifying a variety of dream theories important?
How can the value scale be applied in an artwork to show the lightness and
darkness in colors?

Objectives
The student will be able to reflect on how dreams impact their memories by using
their sketches from the previous lesson and painting an image of a dream that has
impacted their memory.
The student will be able to interpret how might their subconscious obtain more
than their conscious brain by reflecting back on what the have dreamt and
instinctual thoughts.
The students will be able to recall the state of sleep people dream by looking back
on notes in class and class discussion.
The students will be able to identify a variety of dream theories and understand
the importance of having an individual opinion/theory on reasons of why dreams
occur.
The student will be able to demonstrate the importance of the value scale by
painting images they have seen in dreams, showing where the light hits and where
shadows can be found.

Specific Art Content

Colors, objects, and shapes can trigger memories displayed in dreams
Art can be used to express thoughts from the unconscious mind
Painting techniques can be used to apply any thoughts into art form

Resources and Materials

computer, projector, acrylic paints, oil paints, plastic cups, paint brushes, canvas boards
or canvases, palettes, pencils, erasers
Instruction and Its Sequencing
The basic over view of the project consists of creating a painting based on a
subconscious memory using acrylic or oil paints. The students will be given demos
throughout the project in order to achieve an excellent product. There will be videos,
slide shows and rubrics to help aid the students along the way. I have provided the lesson
plan that has a more detailed account of the project. After the final product is complete,
the students turn in their projects to be graded. This lesson is a fun way to learn how to
paint their interpretation on how memories can impact dreams.
Class will begin with a discussion about different theories of dreams and how memories
have an impact their dreams. The class will also discuss the rapid eye movement phase of
sleep and how studies have shown how one can remember their dreams during this stage
of sleep. The teacher will then present a Dream Theories Powerpoint and a video
named "The Case For Surrealism". This video talks a little more about Surrealism and
how surrealist artists have been influenced by their unconscious mind and dreams to
make this kind of art. After showing the video, the teacher will show more examples
of Surrealism artworks made by Salvador Dali and artist Yves Tanguy. This introduction
on Dream Theories and a recap on Surrealism art will be about a 20 to 25 minute
introduction to the concept.

After looking at different examples of dream theories, the students will be asked to apply
this information to their own artwork. Students will be asked to paint an image they have
seen in their dreams/unconscious mind. This lesson will take the up the remainder of the
class time, estimating to about an hour. Within this hour, the students will use their
sketches from the previous lesson to get inspiration for their painting. Each student will
be informed to buy their own canvas for the project, the canvas must be 18" by 24".
Students can use either oil paint or acrylic paint, whichever medium that is preferred by
the student. Each subject painted must be displayed in the color shown in the dream.
Students should also display color values and tones of each image. Once the students are
done with their painting, the teacher will take them up to be graded.

Each student will be given a rubric to go by and be shown the painting demo made by the
teacher. The teacher will show the demo video after examining different dream theories
and the Surrealism video. Students can apply 3D objects to their canvas to paint over if
they please. Students will be graded for their painting technique, relating the painting
back to the big idea, and on completion. This painting will help students write an artist
statement of what their dream was about and what inspired them to create this piece.

At the end of the class period, students will be given 10 minutes to clean up their area
around them. They will return any art supplies borrowed from the classroom and turn
their sketchbooks in to the teacher. Students will also clean any brushes, palettes, or any
other objects that paint was put on. The remainder of the class, students will tidy up
anything that was dropped on the floor or any objects that haven't been put away.

Each class period, students will work on their painting. Students will be given nine days
on the project. For eight of the days, students will be given class time to work on their
paintings and to ask questions. They will also be taught what an artist statement is and
how to write one. After the eight work days, students will come into class for a critique
day. Each student will come up in front of the class to introduce their painting and their
inspiration behind the piece. Students will read their artist statements in front of the class
so all will understand the thought process of the piece. Students will also be asked
questions from the teacher and classmates about their work. Again, students will be
graded on their painting technique, how the student related the painting back to the big
idea in their artist statement, and on completion.

Day 1:
Intro/Motivation:
Teacher introduces essential question:
Why are dreams impacted by memories?
Teacher will ask questions such as:
How does the subconscious obtain more than your conscious state?
What state of sleep can you recall your dreams in?
How is identifying a variety of dream theories important?
How can the value scale be applied in an artwork to show the lightness and darkness in
colors?
Guided Practice:
Teacher leads discussion- how memories influence dreams, identifying different dream
theories.
Students are shown powerpoint of dream theories and a recap on Surrealism
Present "The Case For Surrealism" video
Teacher also shows demo video
Students will use sketches from previous lesson and use one of the sketches to use as
inspiration to paint the image
Independent Practice:
Students brainstorm from the sketches made in previous lesson on what dream image
they want to paint
Students will start to paint the image using value scale and painting techniques
Closure:
Students will put away paintings on the drying rack or take them home to work on
Students will also clean their area around them, putting away any art supplies used
Discusses how students will continue on with lesson next class
Pack up to leave
Formative Evaluation:
Students should know what dream they will be painting in their work
Students should have started their painting the first day
Classroom Management Procedures:
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 2:
Intro/Motivation:
Teacher has students reflect last class, students think about how memories impact
dreams.
Guided Practice:
Teacher shows more examples of artworks made by Surrealist artists
Teacher also recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students begin their paintings again
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 3:
Intro/Motivation:
Teacher tells students that it is a work day
Guided Practice:
Teacher recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students paint their dream image using acrylic or oil paints
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 4:
Intro/Motivation:
Teacher tells students that it is a work day
Guided Practice:
Teacher recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students paint their dream image using acrylic or oil paints
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 5:
Intro/Motivation:
Teacher tells students that it is a work day
Guided Practice:
Teacher recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students paint their dream image using acrylic or oil paints
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 6:
Intro/Motivation:
Introduces an artist statement to the class
Teacher tells students that it is a work day
Guided Practice:
Teacher recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students paint their dream image using acrylic or oil paints
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 7:
Intro/Motivation:
Teacher tells students that it is a work day
Teacher will tell students that the next class period is their last day to work on the
painting in class
Teacher also reminds students to write an artist statement after they finish painting
Guided Practice:
Teacher recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students paint their dream image using acrylic or oil paints
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 8:
Intro/Motivation:
Teacher tells students that it is the last class day to work on projects
Teacher also reminds students to write an artist statement after they finish painting
Guided Practice:
Teacher recaps on any instructions students might have questions on
Independent Practice:
Students reference any sketches from their sketchpad
Students finish up painting their dream image using acrylic or oil paints
Students also write an artist statement about their painting
Closure:
Teacher takes up sketchpads
Tells students to pick up any art supplies out and put away paintings on drying rack
Students can take projects home with them only to finish their project and bring it back
for critique next class period
Pack up to leave for the day
Formative Evaluation:
Students paint their dream they have chosen to answer the lesson's essential question
Students finish up their painting for critique next class period
Students write an artist statement
Classroom Management Procedures:
Paints the whole class period
Students will collect all their sketchpads, put in an organized stack
Students will wash and put away all paintbrushes and palettes used
Students will put their canvases on the drying rack
Day 9:
Intro/Motivation:
Critique day
Guided Practice:
Teacher tells students to collect their projects and bring to the front of the class
Students will be asked to display their paintings so the whole class can see them
Independent Practice:
Students will be given individual time to talk about their painting and the thought process
behind it
Students will read their artist statement to the class
Students will be asked questions from teacher and classmates about their work
Closure:
Teacher takes up all paintings after critique
Teacher takes up artist statements
Pack up to leave for the day
Formative Evaluation:
Students have had their own time to present their painting and talk about why they chose
that specific dream
Classroom Management Procedures:
Students will turn in their paintings to the teacher
Students will turn in their artist statements

Summative Assessment and Evaluation

References and Resources

Beattie, D. K. (1997). Assessment in art education. Worcester, MA: Davis Publications.
(103-109).

McLeod, S. (1970). Saul McLeod. Retrieved

from: https://www.simplypsychology.org/Sigmund-Freud.html

Smith, S. (2014). How to write an artist statement. Retrieved

from: https://www.youtube.com/watch?v=bmNkNK0N55A

Dream Caused by the Flight of a Bee around a Pomegranate a Second before Waking.
(n.d.). Retrieved from: https://www.museothyssen.org/en/collection/artists/dali-
salvador/dream-caused-flight-bee-around-pomegranate-second-waking

T. (2017). The case for surrealism/ The art assignment/PBS digital studios. Retrieved
from: https://www.youtube.com/watch? v=wtPBOwE0Qn0

(n.d.). Retrieved from: https://www.mythsdreamssymbols.com/historyofdreams.htm

Art TEKS
Knowledge and skills

Foundations: observation and perception. Discuss the expressive properties of

artworks such as appropriation, meaning, narrative, message, and symbol using
art vocabulary accurately.
Creative expression. Apply the art-making process to solve problems and
generate design solutions.
Historical and cultural relevance. Identify examples of art that convey universal
themes such as beliefs, cultural narrative, life cycles, the passage of time, identity,
conflict and cooperation.
Critical evaluation and response. Analyze original artworks using a method of
critique such as describing the artwork, analyzing the way it is organized,
interpreting the artists intention, and evaluating the success of the artwork.

National Art Standards

Creating. Students review what they have learned about contemporary artworks
and contemporary artistic practice.
Connecting. Students reflect upon and use art vocabulary to write about their
artistic decisions in terms of ideas and how their ideas reflect or reinforce the
collaboratively chosen theme or idea.
Responding. Students observe and respond to a diverse selection of
contemporary art that exemplifies a range of contemporary art practices.