Sketch Your Dreams/Nightmares

Grade Level
10th Grade, 90 minutes
Rationale
What role do dreams play in recalling memories? This is a question students will
be asked when discussing how important dreams are. Students will also be
asked what the difference between a sweet dream and a nightmare is and
whether one is more important than the other. Are nightmares more important
because they acknowledge real issues or fears one might endure in their daily
life? Or are sweet dreams more important because they acknowledge
suppressed feelings one might hide in their conscious state? Students can
determine whether either one or both are important and their reasoning towards
their beliefs. Students can also interpret a dream or a nightmare to show how
their memories are displayed.

For this lesson plan, students will reflect on how their memories impact their
dreams/nightmares. They will be asked to sketch five different subjects that have
been displayed in their dreams. Each subject must have some connection to how
it applies to the students life. Every sketch should be taken into consideration of
how it has conceptual meaning to the students life or memories of their past.

Key Concepts
Memories impact your dreams
The memory is where the mind stores and remembers information
The subconscious is more powerful and contains more than the conscious
state

Essential Questions
Why are dreams impacted by memories?
How does the subconscious obtain more than your conscious state?
What role do dreams play in recalling memories?
What is the difference between dreams and nightmares?

Objectives
The student will be able to reflect on how dreams impact their memories
by brainstorming in class and sharing memories of dreams in their
sketchbooks
 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 distinguish the difference between
dreams and nightmares by comparing the two definitions and discussing
why they are different in class
The student will be able to demonstrate the importance of value in five,
detailed sketches by drawing in their sketchbooks and brainstorming ideas
of what images they have seen in dreams

Specific Art Content

Colors, objects, and shapes can trigger memories displayed in dreams
Sketches can display brainstorming on how memories impact dreams

Resources and Materials

Projector, computer, extra pencils, glue, scissors, extra sketchpad, paper,
construction paper, markers, coloring pencils, pencils, sketchbooks
Instruction and Its Sequencing
Class will begin with a discussion about how dreams might impact memories.
The class will also discuss how might the subconscious contains more
information than the conscious brain. The teacher will then present a Surrealism
powerpoint and a BBC News video about the "Dreams of Dali". This video shows
a dream state world and images of Salvador Dali's surrealism subjects that he
had seen when reflecting on his subconscious. After showing the video, the
teacher will show examples of other Surrealism artworks made by Salvador Dali
and contemporary artists Glenn Brown and Inka Essenhigh. This introduction on
Surrealism art will be about a 15-minute introduction to the concept.

After looking at different examples of Surrealist artists, the students will be asked
to apply this information to their own artwork. Students will be asked to sketch
five drawings of images seen in their dreams. This is just a brainstorming lesson
that will be applied to the next lesson. This lesson will take the up the remainder
of the class time, estimating to about an hour. Within this hour, the students will
sketch images that have been in their dreams. Students can write notes and
adjectives next to each of the sketches to brainstorm ideas of their conceptually
based artwork. Each sketch 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 five sketches, the teacher will take them up to be
graded.

Each student will be given a rubric to go by and be shown the demo video made
by the teacher. The teacher will show the demo video after examining different
Surrealist artists and the Salvador Dali video. Students can apply sticky tabs to
their drawings to write out adjectives or brainstorming ideas as a way to not write
directly on the sketches. Students will be graded for adding details to their
sketches, relating the sketches back to the big idea, and on completion. These
five sketches will help the students determine what direction they will go with
their next project.

At the end of the class period, students will be given 10 to 15 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. The remainder of the
class, students will tidy up any scraps left on the floor or any objects that haven't
been put away.

Day 1:
Intro/Motivation:
Teacher introduces essential question:
What role do dreams play in recalling memories?
Guided Practice:
Teacher leads discussion- how memories influence dreams, what is the
difference between dreams and nightmares?
Students are introduced to artists- Glenn Brown, Salvador Dali, and Inka
Essenhigh.
Present Dreams of Dali- The Surrealists Art in 360 video- BBC
News https://www.youtube.com/watch?v=c0kiPsFIaHY
Students will draw 5 sketches of people, animals, objects, or anything else seen
in their dreams
Independent Practice:
Students brainstorm what they have seen in their dreams and how they apply to
their life
Students will draw 5 sketches with value and color in their sketchpad
Closure:
Teacher takes up sketchpads
Discusses how students will continue on with lesson next class
Pack up to leave
Formative Evaluation:
Students should have half of sketches done in sketchpad, turned in
Classroom Management Procedures:
Students will collect all their sketchpads, put in an organized stack
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
Independent Practice:
Students brainstorm, finish sketching five sketches
Closure:
Teacher takes up sketchpads
Introduces next lesson that will be related to this lesson exercise
Tells class pick up any left out materials
Pack up to leave for the day
Formative Evaluation:
Students draw five sketches, turn them in
Classroom Management Procedures:
Turn in five sketches
Put away coloring pencils and materials

Summative Assessment and Evaluation

References and Resources

B. (2016). Dreams of dali- The surrealist's art in 360 video- BBC News. Retrieved
from: https://www.youtube.com/watch?v=c0kiPsFIaHY

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

Publications. (103-109).

The Editors of Encyclopedia Britannica. (2016). Surrealism. Retrieved

from: https://www.britannica.com/art/Surrealism

Glenn Brown, Life on the Moon, 2016. (n.d.). Retrieved from: http://glenn-
brown.co.uk/artworks/403/#selected_mediums=13

Installation. (n.d.). Retrieved December 04,

2017 from: https://www.inkaessenhigh.art/installation/

MoMA Learning. (n.d.). The persistence of memory. Retrieved

from: https://www.moma.org/learn/moma_learning/1168-2
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.