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Throughout time and across culture artist have a

desire to create realistic and fantasy art

Ellen Keba
ARU 210 Teaching Art and Visual Culture in Middle School
Dr. Hovanec
Unit Plan Overview
Big Ideas: Reality vs. Fantasy
Key Concepts:

Artists have a desire to create realistic art.


o EQ: How do people show realism through art?
Fantasies and dreams can be expressed and communicated through art making.
o EQ: How can dreams be expressed through art making?
Artists can depict reality and fantasy in their artwork.
o EQ: In what ways can artists and you show reality and fantasy?

Standards:

a)
9.1.8.A: Know and use the elements and principles of each art form to create works in
the arts and humanities.
9.3.8.C: Identify and classify styles, forms, types, and genre in art forms.
9.1.8.D: Demonstrate knowledge of at least two styles within each art form through
performance or exhibition of unique works.
9.1.8.E: Communicate a unifying theme or point of view through the production of
works in the arts.
9.1.8.K: Incorporate specific uses of traditional and contemporary technologies in
furthering knowledge and understanding in humanities.
9.1.5.E: Know and demonstrate how arts can communicate experiences, stories or
emotions through the production of works in the arts.
b)
1.6.6.A: Listen critically and respond to others in small and large group situations.
1.6.6.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.
E06.C.1.1.5: Provide a concluding section that reinforces the claims and reasons
presented.
E06.C.1.2.4: Use precise language and domain-specific vocabulary to inform about or
explain the topic.

Rationale: This unit is important to be taught in this grade because its goal is to help students
understand the difference between reality and fantasy in artwork. They will learn how to draw
realistically through shading, line, and color techniques. Also how to create fantasy art by
creating a dream journal and incorporating them along with their fantasies in a hand drawing.
In the last lesson they will combine both of these in one project to learn how the two can
blend. It is important for students to know how to create realistic art and fantasy because in
every day life we experience the two. As you go throughout your day you are experiencing
realistic objects or things with your senses. However, you are also experiencing fantasies or
dreams while even being awake. For example you can be sitting in class physically but mentally
your mind could be wondering, whether its about what you want for lunch or maybe playing
out whole situations in your mind, both are a form of dreaming and fantasy. Its important to be
able to show realism in art because people are intrigued when they have to double take or go
up close to see if it is real. There is something just so satisfying about seeing a realistic
painting, although, it can be just as satisfying looking at a surrealist piece of art. Fantasy and
surrealism are important in art because it allows people to create anything they could imagine.
Nothing has to make sense through fantasy artwork but at the same time everything could
make sense.

Bibliography:

http://www.merriam-webster.com/dictionary/surrealism

http://www.artsonia.com/museum/art.asp?id=14407715&exhibit=420660&galler
y=y

http://www.pdesas.org/Standard/Views#0|797|0|0

http://www.biography.com/people/salvador-dal-40389

http://www.salvadordali.com/

http://www.eyesuckink.com/

https://www.facebook.com/pages/Sandra-Roland-Art/405455246249604

http://ericawexler.deviantart.com/gallery/
Lesson Plan 1 (condensed)

Teachers Name: Ellen Keba

Big Idea: Through out time and across culture artists have strived to create art that looks
realistic

Lesson Title: Looks Good Enough to Eat

Grade Level: 6th grade

Time: 2 -45 minute classes

Key Concepts:

Artists have a desire to create realistic art.


Realism can be achieved in many different ways.

Essential Questions:

How can you create realistic art?


In what ways can realism be achieved?

Artist/ Artworks: Sandra Roland, Untitled

Standards Addressed:

a)
9.1.8.A: Know and use the elements and principles of each art form to create works in
the arts and humanities.
9.1.8.K: Incorporate specific uses of traditional and contemporary technologies in
furthering knowledge and understanding in the humanities.
9.1.8.E: Communicate a unifying theme or point of view through the production of
works in the arts.
b)
E06.C.1.1.5: Provide a concluding section that reinforces the claims and reasons
presented.
E06.C.1.2.4: Use precise language and domain-specific vocabulary to inform about or
explain the topic.

Objectives:

Knowledge: Students define realism through a class discussion.


Skills: Students will transform a 2D drawn apple into a 3D apple by using shading and
coloring techniques.
Disposition: Students will develop respect for fellow classmates by listening to what
they say and working off of each others thoughts.
Assessment:

Pre-assessment: How much knowledge on realism was shown in the beginning of


each day?
Formative Assessment: Were students engaged in the discussion?
Summative Assessment: Did students retain the information about realism? Was it
shown through their drawings? Did their artwork show the techniques discussed, such
as using lines and shading to create form, creating shadows and horizon lines, blending
colors together, and looking for multiple tones of colors, to turn a 2D drawing into a 3D
drawing? Did students show respect for classmates during discussions?

Introduction/ Motivation:

Day 1: Students walk into the classroom and go to their seats only to find an apple at
their table a long with drawing paper. First the students will be asked to draw their
apple. After about 5 minutes they will be told to stop then asked, does this look
realistic? After a short discussion on why or why its not realistic looking they will be
asked what can you do to make it look realistic? After another short discussion they
will apply what they said to their drawings to make them more realistic.
Day 2: The next class they will arrive to find apples on their tables again with new
paper and oil pastels. They will be asked to quickly draw their apple and color it in.
Again they will be asked if it looks realistic. After talking about why it doesnt we will talk
about all the possible colors that can be scene in objects. After they have a solid
understanding of what needs to be done they will return to coloring in their apples but
so theyre realistic looking.

Development:

Day 1: The students will be creating a realistic drawing of an apple. The first day will be
used to discuss how to draw something realistically. After they draw a quick sketch of an
apple the class will discuss why it does not look realistic. Students will then be shown
how to use lines and shading to create curves so the apple comes off the paper. Also
they will be taught how to create a shadow and a horizon line so the apple doesnt look
like it is floating. Also how they can come back into the drawing at the end to create
high lights so the apple appears reflective and shiny as it does in real life. From this they
will create a realistic pencil drawing of an apple.
Day 2: The second day will be spent creating a realistic color drawing of their apples.
Again the class will start by drawing an apple while quickly and lightly coloring it in.
There will be a discussion again on whether or not their drawings appear realistic.
Another demonstration will be done to teach the students that there are more colors
then what they think in an apple. When you look at something to draw in color you need
to study it closely. Most objects reflect the colors of other things around them helping
create shadows and highlights. The students will be shown that in any apple you can
find a whole range of colors such as red, yellow, blue, purple, green, orange and almost
any color in between. They will also be taught to carefully look at the shadows on and
under the apple. Most peoples instinct is to create a darker tone of the dame color for
shadows or even use black, however there are a lot of blues and purples in shadows
and even reds. The students will also be shown how easily the oil pastels can be
blended together to create a very smooth finish to their drawing and clean blending.
The students will then return to their started apples and revamp them.

Close:

Day 1: To close the first day the students will be asked to write three ways that you can
make a drawing more realistic looking just with pencil.
Day 2: On the second day the class will end with a discussion on what they learned
from this project. Which part of the lesson they liked more? To make sure they
remember what was taught they will be randomly asked to why artists throughout time
and across cultures have strived to create realistic art and what are some ways that
were discussed in class. At the very end of class they will be handed a piece of paper
and taught how to fold an 8-page book out of a single piece of paper to create a dream
journal. From this class until the next whenever you have a dream write it down in the
journal so they wont forget.

Materials/ Resources:

Drawing paper
Drawing pencils
Erasers
Oil pastels
Apples for each student
Lesson Plan 2 (condensed)

Teachers Name: Ellen Keba

Big Idea: Fantasies and Dreams can be expressed through art making.

Lesson Title: Ill Hand it to you

Grade Level: 6th Grade

Time: 2 -45 minute classes

Key Concepts:

Artists have a desire to create through fantasy with art.


Dreams can influence peoples artwork.

Essential Questions:

Why is there a desire to show fantasy through art?


How do dreams influence a person in creating art?

Artist Artwork:

Salvador Dali, Swans Reflecting Elephants


Alex Pardee, Black and White

Standards Addressed:

b)
9.1.5.E: Know and demonstrate how arts can communicate experiences, stories or
emotions through the production of works in the arts.
9.1.5.K: Apply traditional and contemporary technology in furthering knowledge and
understanding in the humanities.
9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts elements
and principles to produce, review and revise original works in the arts.
c)
1.6.6.A: Listen critically and respond to others in small and large group situations.
1.6.6.B: Demonstrate awareness of audience using appropriate volume and clarity in
formal speaking presentations.

Objectives:

Knowledge: Students will define fantasy in art by discussing art works of Salvador Dali
and Alex Pardee.
Skills: Students will construct a dream hand by using only pen and ink.
Disposition: Students will collaborate with each other by giving ideas and suggestions
of what can be used to make up their hands.

Assessment:

Pre-assessment: Were students able to define fantasy in Salvador Dali and Alex
Pardees artwork? Were students active in the discussion?
Formative Assessment: How well did students help each other out? Were they able
to brainstorm ideas off of each other?
Summative Assessment: Did students create a well thought out and beautiful hand
depicting their dreams and fantasies? How well did students follow directions? Did they
break down their dreams or selves and apply it into their art?

Introduction/ Motivation:

Day 1: The students will walk into a dimly lit classroom with all of the tables pushed out
of the way and a blanket on the floor. They will be asked to take out their dream
journals, which had been assigned in the last class, and sit on the blanket. Any student
who is willing to read their dreams to the class will be able too, as long as theyre school
appropriate. From there the class will be asked questions of how dreams relate to art,
how they influence art, and why artists use dreams or fantasies for art. After those are
discussed the students will look at two surrealists, Salvador Dali, and Alex Pardee in a
power point. Students will be asked what they know about surrealism. Then the class
will be moved back to its original look and the project will be introduced. From there
students will brain storm what they could draw to make up their hands. They can use
anything from their dreams, things that interest them or completely make things up.
Day 2: Students will arrive to class and sit in their seats. To start the class there will be
a quick review of everything they learned from last class. From there they will gather by
one table for a short demonstration on ways they can use pen for drawing and shading.
For example there is contour lines, parallel lines, crosshatching, stippling, and
scumbling. These techniques will help to add dimension in their hands if they wish to do
so. They will then get their materials and begin to design their hands.

Development:

Day 1: The first day of class will mainly be used as an introduction class. They will learn
why fantasy and dream is important in art and about two surrealists. They will be
tracing their hands and then filling/ designing them with symbols or objects that either
represent dream like state or even real life dreams they have. For example a student
could draw a unicorn because they are fantasy creatures that usually are related with
dreams. Also they could draw money to symbolize that they have large goals in life and
want to be well off. They will be introduced to the project towards the end of class and
brainstorm things they might want to put in their hands.
Day 2: The second day will mostly be a work period. After a short demonstration of
ways they can draw and shade with pens they will get their supplies and begin to work.
They will also create a simple wash watercolor background for their hands to add color.

Close:

Day 1: Will be closed with a brain storming session on what kinds of thinks can make
up their hands. This way they wont waste any time the next class sitting there and
thinking.
Day 2: Will end with them creating a watercolor back ground with a wash technique to
create a whimsical background for their hands. After that we will have a sharing time
where students who are willing can describe the things they drew in their hand and
why.

Materials/ Resources:

Drawing Paper
Drawing Pencils
Drawing Pens
Colored Construction Paper
Lesson Plan 3 (Full)

Teachers name: Ellen Keba

Big Idea: Artists desire to combine reality and fantasy to create meaningful art.

Lesson Title: Eye as the window to the soul

Grade Level: 6th

Time: 2 -45 minute classes

Lesson Summary: In this lesson students will be creating a realistic fantasy animal eye to
depict themselves. They will learn that fantasy and reality go hand-in-hand. Although fantasy is
more abstract and made up it can depict very realistic aspects of people or life.

Artists: Erica Wexler, Evil Eye Surrealism

Key Concepts:

Artists can depict reality and fantasy in their artwork.


Fantasy can be used to represent realism.
Artists can create fantasy art in a realistic style to full the eye.

Essential Questions:

In what ways can artist and you show reality and fantasy?
How can fantasy be used to represent realism?
In what ways can artists create realistic looking fantasies?

Standards:

a)
9.1.8.A: Know and use the elements and principles of each art form to create works in
the arts and humanities.
9.1.8.D: Demonstrate knowledge of at least two styles within each art form through
performance or exhibition of unique works.
9.1.8.E: Communicate a unifying theme or point of view through the production of
works in the arts.
9.1.8.K: Incorporate specific uses of traditional and contemporary technologies in
furthering knowledge and understanding in the humanities.
b) .
E06.C.1.1.2: Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
E06.C.1.1.5: Provide a concluding section that reinforces the claims and reasons
presented.
E06.C.1.2.4: Use precise language and domain-specific vocabulary to inform about or
explain the topic.

Interdisciplinary: This lesson relates to language arts because it teaches the students new
vocab words and also reinforces old ones. Also just as in language arts everything needs to be
clearly explained for students or demonstrated to avoid confusion.

Objectives:

Knowledge: Students will define reality and fantasy in art by discussing


Skills: Students will combine reality and fantasy by creating realistic animal eyes that
depict their personality in the iris.
Disposition: Students will utilize their time wisely by asking peers or the teacher for
symbols to put into their eyes.

Assessment:

Pre-assessment: Did students show a basic understanding of what reality and fantasy
are? Also did students understand how reality and fantasy could be combined in
artworks?
Formative Assessment: Were students able to use their time wisely to complete their
eyes? Did they ask for help if they were stumped?
Summative Assessment: Did the students eye projects show a clear understanding
of reality and fantasy?

Introduction/ Motivation:

Day 1: Students will be passed out a blank sheet of paper and instructed to keep score.
The students will be shown a YouTube quiz video called What Animal are You
(https://www.youtube.com/watch?v=2yNas6NWEfg). This video shows 6 beautiful
animals, koala, bear, monkey, wolf, lion, and tiger. Whatever the students results are,
are the animals they will use for the project. Students will be fully introduced to the
project of drawing animal eyes realistically, but will be instructed to leave the irises
blank.
Day 2: Students will arrive to class and read, what do you notice first written on the
board. The students will be asked what it is that they notice first on a person. After a
few volunteers answer, the teacher will tell them that personally they notice eyes first.
Eyes have a way of expressing everything a person is feeling and can capture ones
attention. The class will watch a 4 and a half-minute video on personality iridology
(https://www.youtube.com/watch?v=uxJoStsTIeA). This video well introduce them to
iridology and give a brief over view of all the things a persons iris can tell us.

Development:
Day 1: After students finish the quiz video and find out their animal for the project they
will grab an 8in. x 11in. drawing paper, pencils, and a magazine page of their animal for
reference. Students will then be gathered around a table for a demonstration of how to
draw and layer lines so they look like fur or skin. They will be shown that with the tip of
a pencil swiped fast on the paper starts thick then gets thin resembling hair. Also the
students will be shown that little lines and shading can create a nice wrinkle effect as an
eyelid. Last they will be shown that going back into the drawing with an eraser or white
colored pencil they can create bright highlights. As the students begin to work they will
be instructed to focus on the outside of the eye. They will also be told to really pay
attention to the shades in the animals fur. The rest of the class will be used to complete
their animal eyes; they will be drawing both eyes. Through out the work period students
will be able to ask for any kind of help they need.
Day 2: After talking about eyes and watching the YouTube video the class will review
what fantasy and surrealism is. Then will be introduced to the Artist Erica Wexler,
through a power point, and introduced to the next part of the project. Students will
create a fantasy scene or collaged drawing based off of their personalities and interests
in the iris of the eye. The one eye is to be a representation of how they view themselves
and the other on how they think the world views them. It can be simple or very
elaborate, stay inside the iris or extend out of it breaking the eyelid. It is suggested that
students use colored pencils or oil pastels for this part to add drama, however if they
dont think color is a good representation of their personalities then they are not
required to use them, they could also use pens. This part of the project is very loose
and intended to get the students imaginations flowing. They will, however, be
encouraged to distort any realistic representation. For example, if a student is interested
in sports they could draw an abstract basketball but keep the colors to tell what it is still.

Close:

Day 1: After the class cleans up and places their projects they will be given a blank
piece of paper as a ticket out the door. Students will then be asked to replicate the
drawing techniques demonstrated earlier.
Day 2: Once the projects are finished the students will mount them on black
construction paper. The students will then write a short description of what each eye
shows and the meaning behind them. All the eyes and descriptions will then be hung in
the hallway for the school to see.

Preparation:

Teacher Preparation: Teacher will need to review both YouTube videos before
showing them in class. They will also need to go through national geographic, animal
magazines, or print pictures offline so there are enough references for the students. Also
have to be familiar with simple eye drawing techniques to demonstrate for the class.
Teachers should be prepared if any student is struggling thinking of symbols to put in
their eyes to represent them.
Instructional Resources:
o https://www.youtube.com/watch?v=2yNas6NWEfg
o https://www.youtube.com/watch?v=uxJoStsTIeA
o Erica Wexler PowerPoint
Student Supplies:
o 8in. x 11in. drawing paper
o Drawing pencils
o Erasers or white colored pencil
o Colored pencils or Oil pastels
Modifications
o For students that are having a hard time with coming up with symbols to draw
they can receive a sheet that has symbols relating to personality traits.
o If there are students who have created very similar projects to this one they will
be allowed to change it slightly. One thing they could do is the opposite, instead
of having the fantasy scene in the iris it would be what makes up the shape of
the eye and then they could draw a realistic iris and pupil inside.