Dreams

A cross-cultural exploration of their significance

Created By Arianne OConnor Mixed Media Grade Five December 3, 2012

Dreams
A cross-cultural exploration of their significance INTRODUCTORY INFORMATION LESSON TITLE: Dreams A cross-cultural exploration of their significance GRADE LEVEL: Fifth CLASS SIZE: 20-25 LENGTH OF PERIOD: 45 minutes, 4 classes

LESSON TOPIC & DESCRIPTION

In this lesson, students will explore the significance of dreams and the cultural influence across a variety of examples. Students will be introduced to the various ways that people from other cultures ward off and protect themselves from bad dreams and invite good ones. Students will also be introduced to how dreams are interpreted in various cultural traditions and observed in high regard to either guide one spiritually or predict past, present or future endeavors for the individual. By introducing a variety of examples to the students, the teacher will expose them to a multicultural acknowledgement of the symbolism of dreams and their importance to people on a global scale.

STAGE ONE: DESIRED RESULTS

A. ENDURING UNDERSTANDINGS: Artists create a composition, realistic or imaginary, that gives the viewer a sense of dream-like feeling. The context in which art is created provides a window into the purposes it serves and the reasons its valued Artists can represent an emotion or an idea through the use of images and without the use of words Artists reflect on their personal dream experiences and interests through creating art B. ESSENTIAL QUESTIONS: Can a dream represent something realistic?

What do you dream about? Is it possible to share dreams with other individuals? Do they mean the same thing? What positive effect do dreams have on us? How does art reflect, as well as shape, culture? How do artists from different cultures explore and express similar themes? How do people from different countries celebrate (or think of) dreams? How can I show what imagery I saw in my dreams? How can I express how I am feeling about my dream?

C. GOALS AND STANDARDS (Massachusetts State Frameworks): Learning Standard 1: Method, Materials and Techniques. Students will demonstrate knowledge of methods, materials and techniques unique to the visual arts. Learning Standard 3: Observation, Abstraction, Invention and Expression. Students will demonstrate their powers of observation, abstraction, invention and expression in a variety of media, materials and techniques. Learning Standard 6: Purpose of the Art. Students will describe the purpose for which works D. LEARNING OBJECTIVES: The students will gain a better understanding of what dreams mean to them personally and globally The students will understand the difference between a dream, and hope and a wish The students will aim to represent their dreams or a dream The students will write down one dream, one hope and one wish on three separate pieces of paper to use with their sculpture The students will experiment with a variety of media The students will explore a wide range of mixed media

STAGE TWO: ASSESSMENT EVIDENCE

A. PERFORMANCE TASKS AS EVIDENCE (ART PRODUCT): A successful example of the final product will be a three dimensional soft sculpture that exhibits a well thought out and designed composition of two dream-like scenes. The students final composition should depict representational and/or non-representational images within their composition that display a dream, a wish or a hope of the student. Over a four-week session, the students will have completed this assignment using a variety of media for their final image. B. OTHER EVIDENCE/CONTINUUM OF ASSESSMENT STRATEGIES: The students will be attentive during initial introduction of the lesson. The students will actively engage in a collaborative discussion in relation to the topic and content as well as contributing their personal experiences with dream and idea of what they symbolize. The students will explore a variety of cultures and their approach to the big idea of dreams, while questioning their purpose and expressing those questions in our discussions. Before moving onto sculptural aspect of the lesson, all students will participate in an initial gallery walk where they may share what dream scenery they have created with their peers and instructor. Once the students have completed their soft sculptural talismans, they will all participate in a final gallery-walk to display their finished products and reflect on their creations. Students will show respect for their peers opinions and express interest in each others work during our initial and final product gallery walk critique. C. CRITERIA: Did the student render a soft sculptural Dream Talisman? Does the student understand what talismans are? Does the student understand what dreams are? Did the student actively engage in class discussions? Did the student learn something new about a classmate through their dream talisman creation? Did the student respectfully engage in class gallery talks? Did the student display one daytime dream scene and one nighttime dream scene in their composition that was either realistic or dream-like? Did the student make use of a variety of media in their composition?

STAGE THREE: LEARNING PLAN

A. MATERIALS AND EQUIPMENT: 4 yards of Unbleached Muslin precut to dimensions: 9 by 12 (two for each student 50 pieces of Oak Tag give two 9 by 12 pieces to each student 30 pairs of Scissors 30 sharpened Charcoal Pencils 50 palettes of Watercolor Paint 40 Fine Point Black Sharpie Markers 50 boxes of Crayons Glitter Glaze Paint or Glitter 50 Tacky Brand Fabric Glue or a brand of equivalent nature Spare pieces of Muslin saved from scraps or set aside from extra yards 50 Rubber Bands 5lbs. of Small Aquarium Rocks or Rice or Beans (to use for the weighted

base) B. VOCABULARY WITH DEFINITIONS: (1) DREAM [dreem] noun. As a verb: dreamed or dreamt, Adjective: dreaming.] - A succession of images, thoughts, or emotions passing through the mind during sleep. (2) TALISMAN [tal-is-muhn] - An object which is said to contain certain magical properties that protect the possessor against harm or may also provide good luck!! (3) COMPOSITION [kom-puh-zish-uhn] noun - The act of combining parts or elements to form a whole. - The resulting state or product. (4) MUSLIN [muz-lin] - A cotton fabric made in various degrees of fineness and often printed, woven, or embroidered in patterns, especially a cotton fabric of plain weave, used for sheets and for a variety of other purposes. (5) RESIST [ri-zist] verb (used with object) - To withstand the action or effect of; to oppose (6) CONTOUR (LINE) [kon-toor] noun - The outline of a figure or body; the edge or line that defines a shape or object.

(7) CAVITY [kav-i-tee] [noun, plural cavities] - Any hollow place; hollow. (8) SYMBOLISM [sim-buh-liz-uhm] noun - The practice of representing things by using symbols.

C. VISUAL IMAGE RESOURCES: PowerPoint Presentation (created by teacher) - Students will be provided with visual examples of various cultural dream artifacts as well as variety of classical artist that use a dream-like composition in their work or render works of art with dreams as their influence: Cultural Dream Artifacts shown: Native American Dream Catcher, Guatemalan Worry Dolls, Turkish All-seeing/Evil Eye, Greek Worry Stone, Aboriginal Dream Paintings Dream Inspired Artworks By: Pablo Picasso, Henri Matisse, and Marc Chagall Cultural Dream Artifact Images: - Native American Dream Catcher. Retrieved December 1, 2012 from website: www.google.com - Guatemalan Worry Dolls Retrieved December 1, 2012 from website: www.google.com - Turkish All-Seeing/Evil Eye. Retrieved December 1, 2012 from website: www.google.com Dream Inspired Artifact Images: - Pablo Picasso La Rve (1932). Retrieved December 1, 2012 from website: www.artstor.org - Henri Matisse La Rve (1940). Retrieved December 1, 2012 from website: www.artstore.org - Marc Chagall Above the Town (1914). Retrieved December 1, 2012 from website: www.artstor.org - Marc Chagall The Bridal Pair with the Eiffel Tower (1939). Retrieved December 1, 2012 from website: www.artstor.org

D. TEXT, MEDIA, AND WEB RESOURCES: Spier, P. (1986) Dreams. Doubleday Books for Young Readers; First Edition. Lionni, L. (1995) Matthews Dream. Dragonfly Books. Falconer, I. (2006). Dream Big (Olivia). Andrews McMeel Publishing. Wilson, L. (2010). Sofias Dream. Little Pickle Press LLC. First Edition. E. INSTRUCTION: The teacher will begin the lesson by asking students what dreams are and what they mean to us The teacher will display a variety of cultural examples where dreams were used as the art products interest (for example: Native American Dream Catcher, Guatemalan Worry Dolls, Turkish All-Seeing/Evil Eye, Australian Aboriginal Dream Paintings, Greek Worry Stone). The teacher will use visual images to assist in the introduction of dreams and the purpose they serve to a variety of cultures The teacher will give facts on what dreams symbolize or represent to each culture that is introduces The students will define dream The students will define talisman The teacher introduce the lesson with simple instruction and a teacher example (benchmark) of a Dream Talisman soft sculpture The teacher will instruct students to write down one dream, hope and wish and set them aside for use later in the lesson The teacher will offer examples of what a dream, hope or wish may be The teacher will suggest students draw ideas upon these written dreams, hopes and wishes The teacher will suggest students utilize their imagination and creativity when constructing their sculptural Dream Talisman form The teacher will express that this lesson is to be representational of dreams and therefore their artwork should be as expressive and creative as dreams can be The teacher will host a discussion on the topic and its symbolism to create a concrete idea and working knowledge of the big idea of dreams The teacher will show and offer examples of a variety of ways in which dreams are represented by various artists The teacher will display examples of various forms of dream-like art

The teacher will instruct that each student be influenced by one dream, hope or wish within their sculptures composition The teacher will instruct that all imagery within the composition is to be respectful and appropriate (per their schools guidelines, rules and regulations) The teacher will discuss how art can be representational with the use of realistic and non realistic imagery The teacher will demonstrate how to fixate the two pieces of muslin using fabric glue The teacher will demonstrate how to stuff the soft sculpture and then seal it using a weighted bottom. The teacher will explain that this step will require the help of a buddy and encourage students to ask someone sitting next to them to be their partner!

F. QUESTIONS TO GENERATE DISCUSSION: What are dreams? Do we all have dreams? Can nightmares be considered a form of dreams? What do dreams/nightmares symbolize? What do they tell us? Can dreams be realistic narratives? Do we all have the same dreams? Do people from various cultures celebrate or think of dreams in the same way? What are talismans? What curiosities do you have about dreams? What is sculpture? What is soft sculpture? What is mixed media? How does it feel to express yourself in this way? G. LEARNING ACTIVITES: Students will learn the definition of dreams, talisman, and representational art through their exploration and completion of this lesson Students will respectfully examine works of their peers during gallery walks of class artwork Students will brainstorm ideas of dreams, wishes and hopes that they have with their instructor and classmates Students will experiment with a variety of mixed media in the process of completing their Dream Talisman Students will learn about representational art without the use of words within their composition Students will explore a different form of sculptural art in representing their dreams through creating this Dream Talisman soft sculpture.

To differentiate, the teacher may pre-cut templates and muslin pieces for students to choose from if they are unable to do so due to physical impairments or physical/mental disabilities By using fabric glue, the teacher has differentiated the activity to accommodate a variety of restrictions the students may have To differentiate, the teacher will provide foam stamps for students to apply paint to as an alternative to brushed so they can then apply designs to their soft sculpture