Lesson Plan 2 2

Title of Lesson: If You Can Dream It, You Can Do It.
Created by: Corissa Leeds

Grade Levels: Overview/Background
The Big Idea for this unit is dreams / nightmares.
High School: This lesson is about historical representations of dreams & nightmares, and how a student might illustrate their own dream / nightmare.
Accomplished They will create a piece illustrating a dream or nightmare that they've had using either micron pens, markers, paints, or a combination of these
materials.
They will reflect on/present their work by sharing their work in small groups, explaining the dream to their peers, and letting their group know
why they chose the material that they chose.
Materials Vocabulary
Possible materials will include canvas paper, micron pens, markers, Cross-hatching: shade (an area) with intersecting sets of parallel lines.
and / or acrylic or tempera paint. Surrealism: a 20th-century avant-garde movement in art and literature
Students will also use their sketchbook or scratch paper for their which sought to release the creative potential of the unconscious mind.
brainstorming sketches. Romanticism: Art in the early 1800s that was marked by a new interest in
human psychology and expression of personal feelings.
Exaggeration: Increasing or enlarging an object or figure or one of its parts
to communicate ideas and feelings.
Subject matter: The topic of interest or the primary theme of an artwork.
Abstract: Art that does not attempt to represent an accurate depiction of a
visual reality but instead uses shapes, colors, forms and gestural marks to
achieve its effect.
Negative Space: The empty space around and between the subject of an
image.
Composition: The arrangement of forms in a work of art.
Visual metaphor: A representation of a noun through a visual image that
suggests a particular association or similarity
Resources
1. Video on Fussli:
https://www.youtube.com/watch?v=qfTXD0VNBss
2. Article of Goya’s prints & drawings:

https://www.nytimes.com/2021/02/11/arts/design/goya-met-museum.html
3. Images of Salvador Dali’s work:

https://www.google.com/search?q=salvador+dali+dreams&rlz=1C1CHBF_enUS917US917&sxsrf=ALiCzsbmAaMJnhF1Xj_YpFBIy7aCpilB6Q:1668484
612929&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj1tarFpa_7AhXRIUQIHXQAAUYQ_AUoAXoECAIQAw&biw=1280&bih=577&dpr=1.5
4. Video on Surrealist dreams:

https://www.youtube.com/watch?v=bP2JS4vDvNc
5. Article on dreams in art:

https://blog.artsper.com/en/a-closer-look/dreams-throughout-art/#:~:text=The%20biggest%20painters%20of%20dreams,the%20visible%20and%
20the%20invisible
6. Article on modern surrealist artists:

https://theartling.com/en/artzine/emerging-surrealist-artists/
7. A video on visual metaphors:

https://tutors.com/lesson/visual-metaphor-definition-examples
Videos on cross-hatching:
https://www.youtube.com/watch?v=rIIpEuLxsiI
https://www.youtube.com/watch?v=kn_4I6x0Y3I
Procedures
Introduction/Inspiration
- Students will be shown the video on Surrealist dreams (resource 4).
- Students will be asked to share a dream or nightmare they have had recently with the class if they wish. Around 4-5 students would be
sufficient.
- Students will be introduced to representations of dreams in art, including Fussli (resource 1), Goya (resource 2), Salvador Dali (resource 3),
the article on dreams in art (resource 5), and the article on modern surrealist artists (resource 6).
Brainstorm/Generate Ideas
- Students will brainstorm 2-3 sketches of dreams / nightmares that they have had, and want to use in this project.
- Students must also keep in mind that they will choose between micron pens and cross hatching to play off of Goya’s work, markers, or
paints.
Demonstration
- After being shown videos and articles on depictions of dreams & nightmares in art through romantic, surrealist, and contemporary artists,
students will be introduced to different ways they can create their work.
- Students will be shown a video on visual metaphors / representation (resource 7).
- Students will be shown a brief video on cross-hatching, and will be provided with additional links if they choose this method (see
resource videos on cross hatching).
Process
- Students will create an art piece in their chosen medium of a dream or nightmare they have had.
- Students might be given a date for a “halfway point” of their project, where they are assigned into small groups and have to give each
other feedback and suggestions on their pieces. Students will fill out a peer feedback form, which would include who they received
feedback from, what that person said, and whether or not they changed any part of their project and why.
Reflect
- Students will share their work in small groups, explaining the dream to their peers.
- Students who do not wish to share their dream to their group have the option of writing a short paper (half page to a page) on their
dream, and why they chose the medium they chose.
Clean up
- In the last 10 minutes of each class session, students are reminded they have a short amount of time left to clean up after themselves.
- Students are responsible for returning materials and leaving their projects in their designated spaces (if needed, they are encouraged to
take it home to continue working on it).
Art Processes Objectives Standards (# and sentence) Assessments (Formative and/or Summative)
Creating Students will generate ideas about how they Acc.VA:Cr1.2: Choose from a range of materials and Formative: The completion of at least two
might portray their dreams by choosing and methods of traditional and contemporary artistic sketches will be part of their final grade.
creating preliminary sketches in their chosen practices to plan works of art and design.
medium for their final piece.
Students will create a piece out of either Acc.VA:Cr2.1: Through experimentation, practice, Summative:
micron pens, markers, paints, or a combination and persistence, demonstrate acquisition of skills Their final piece will be turned in.
of these materials to portray a dream or and knowledge in a chosen art form.
nightmare
Subject Objectives Standards (# and sentence) Assessments

English At the “halfway point” of the projects, students Speaking & Listening 1, Grades 11- 12 Summative:
Language Arts will get into small groups and show their Initiate and participate effectively in a range of Peer feedback forms will be turned in with their
(ELA) progress to their peers. Students will fill out acollaborative discussions (one-on- one, in groups, final piece, which justify whether they changed
peer feedback form, which would include who and teacher-led) with diverse partners on grades their project or not based on peer feedback.
they received feedback from, what that person 11–12 topics, texts, and issues, building on others’
said, and whether or not they changed any part ideas and expressing their own clearly and
of their project and why. persuasively.
English Students’ final projects will be presented in Part I: Interacting in Meaningful Ways: Formative: This assessment will involve
Language randomly assigned small groups. The story A. Collaborative (engagement in dialogue with listening to the students talking in their small
Development behind the students’ works will be expressed, others) groups.
(ELD) along with why they chose the medium that 1. Exchanging information and ideas via oral
they chose. communication and conversations

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Title of Lesson: If You Can Dream It, You Can Do It.

Created by: Corissa Leeds

2. Article of Goya’s prints & drawings:

3. Images of Salvador Dali’s work:

4. Video on Surrealist dreams:

5. Article on dreams in art:

6. Article on modern surrealist artists:

7. A video on visual metaphors:

Subject Objectives Standards (# and sentence) Assessments

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