SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Ms. Giovenco (Ms. G)

Subject Visual Arts- Surrealism, Exquisite Corpse

Grade Level 4th grade

Date/Duration Two class periods

RATIONALE The purpose of this lesson will be to introduce students to the world of surrealism
through a group activity of creating an imaginative figure divided into four parts (head,
chest, legs and feet) among four table members. The goal will be to also teach students
how to create without knowing what else is there.

Standards 9.1.5. E.
Know and demonstrate how arts can communicate experiences, stories or emotions
through the production of works in the arts
Standard - 9.1.5.D
Describe and use knowledge of a specific style within each art form through a
performance or exhibition of a unique work.
Standard - 9.1.5.C
Know and use fundamental vocabulary within each of the arts forms.

INTRODUCTION Activating Prior Knowledge

This lesson focuses on building a body- ask students what main body parts there are by
pointing to these areas( head, body, legs, feet).
Bring up Surrealism- posters- break down the word or see if the students the students
can define it (sur- realism) what the two parts mean- provide contemporary examples
of surrealism or of things that relate, Guardians of the galaxy, star trek, star wars etc..
Make it relatable to students.

Hook/Lead-In/Anticipatory Set
Play the telephone game or the sentence game- this will show how we can add on to a
story without knowing the basis or in our case how we can add on to a creation without
having to see the full image- maybe demonstrate this on the board by drawing four
sections and drawing them separately

EXPLICIT INSTRUCTION Big Idea Statement

- everybody’s minds work differently but in this way they can still create a
cohesive idea
- working blindly is a good way to develop a sense of self and imagination while
also thinking critically.
Essential Question Statement
- Why does working as a group for this project create a unique drawing?
- How does surrealism relate to real life?
-

Objective Statement (Audience, Behavior, Condition, Degree)

Students will work at tables with each other to create an exquisite corpse. Each student
will design part of another students drawing without seeing the rest of the
composition; the students will rotate their drawings until all four parts have been filled
by a different person at the table.
Audience- Students
Behavior- Students will work together as a table to create a four part figure by rotating
the image to each person and each person will draw different section.
Condition- students will work together at their tables
Degree- Students will work together until each student has completed one section of
everyone’s drawing at their table until all the drawings are completed.

Vocabulary
- Surrealism
- Exquisite corpse
 Transition
-Introduce the project through the break down of the word surrealism and explain the
parts and how this word is going to relate to creating a body like the exquisite corpse
- Play the telephone or sentence game to show how things can relate to each other
without having a basis in the same start. This will correlate to how we will build the
figure.
- Present an example of the piece and demonstrate on the board how the paper will be
folded in four parts and how when we pass it to each person only the part they are to
draw on will be visible
- Pass out materials- blue seat grab a paper for everyone at your table
- Stop, fold, your hands look at me- demonstrate folding paper into four parts , students
will follow along
- Write name and home room on the back of the paper
- Review the steps- draw section, fold over to next section, and pass. The whole picture
should never be visible until the project is fully drawn
- Five minutes- draw the head
Marco Polo means five minutes is up fold over pass to next person
- Five minutes- draw the body and arms
Marco Polo – fold and pass to next person
- Five minutes- draw the hands and legs
Marco Polo – fold and pass to next person
- Five minutes- draw the feet and ground
Marco Polo
Drawings should be finished- everyone should’ve added something – owner can reclaim
their piece if they don’t already have it back (should end back at them)
Spend the rest of class looking at the drawing and editing without eliminating any body
parts but can add to it

Next class
-Review surrealism- talk about color and how color can add to the realistic aspects or
make something less realistic
- Owner of the paper will color his or her own work, is not to be group work
- Green seats grab colored pencils and shaving bins- talk about taking time to color not
rushing, colored pencils can get really good details
- Yellow seat pass out drawing to owners
- Begin working, class period to color
- When finished, write a short story on the back about the drawing that has been
created, what’s it doing, where’s it going, what is its story

Two minute bell clean up

LESSON PROCEDURE Pre-Assessment of Students

What is surrealism?
What is realism?
Can you give examples of what makes something surrealistic?
Modeling of the Concept
Play the telephone game to explain the concept
Provide a finished example for students to see
Demonstrate folding, passing and drawing
Provide examples of famous surrealistic art pieces for inspiration
Provide a Learning target- Today I will learn about surrealism to create a unique
figurative drawing
Day two- Today I will learn about how color makes something real or surreal while also
generating a story from a drawing.

Guiding the Practice

Demonstrating techniques, folding, drawing, coloring etc.
Providing time changes to switch
Helping as needed
Providing examples

Providing Independent Practice

Students will work as a table but draw sections individually on each others pieces
Students will edit and color individually
Students will write their own stories.
 Transition
-Introduce the project through the break down of the word surrealism and explain the
parts and how this word is going to relate to creating a body like the exquisite corpse
- Play the telephone or sentence game to show how things can relate to each other
without having a basis in the same start. This will correlate to how we will build the
figure.
- Present an example of the piece and demonstrate on the board how the paper will be
folded in four parts and how when we pass it to each person only the part they are to
draw on will be visible
- Pass out materials- blue seat grab a paper for everyone at your table
- Stop, fold, your hands look at me- demonstrate folding paper into four parts , students
will follow along
- Write name and home room on the back of the paper
- Review the steps- draw section, fold over to next section, and pass. The whole picture
should never be visible until the project is fully drawn
- Five minutes- draw the head
Marco Polo means five minutes is up fold over pass to next person
- Five minutes- draw the body and arms
Marco Polo – fold and pass to next person
- Five minutes- draw the hands and legs
Marco Polo – fold and pass to next person
- Five minutes- draw the feet and ground
Marco Polo
Drawings should be finished- everyone should’ve added something – owner can reclaim
their piece if they don’t already have it back (should end back at them)
Spend the rest of class looking at the drawing and editing without eliminating any body
parts but can add to it

Next class
-Review surrealism- talk about color and how color can add to the realistic aspects or
make something less realistic
- Owner of the paper will color his or her own work, is not to be group work
- Green seats grab colored pencils and shaving bins- talk about taking time to color not
rushing, colored pencils can get really good details
- Yellow seat pass out drawing to owners
- Begin working, class period to color
- When finished, write a short story on the back about the drawing that has been
created, what’s it doing, where’s it going, what is its story

Two minute bell clean up

READING MATERIALS, Materials

TECHNOLOGY, AND - Paper, 12x 18 or bigger
SUPPLIES - Pencils
- Colored pencils
Technology
- Smart board or chalk board
- Digital images or posters (Probably posters so students can get a closer look at
the images)
- Timer (phone)
EVALUATION OF THE Formal Evaluation
LEARNING/MASTERY O- outstanding went above and beyond the project
OF THE CONCEPT S- Satisfactory- completed the project
U- unsatisfactory, did not do project

Informal Evaluation
Class discussions and collaboration as students works
Monitor and adjust as needed
Observations of students successes and needs.

CLOSURE Summary and Review of the Learning

Short story write up about their creation which will finish the piece and distinguish
how and why their creation is surreal.

Homework/Assignments
N/A