With the group of advanced studio students, create a series of Exquisite Corpse drawings that create surreal, unrealistic, imaginative drawings by exchanging their paper at least 3 times. 

• Each student will draw part of an anatomical form on their own sheet of paper and then exchange their paper with someone. 

• The next person will add something from nature

• The next person will add another element that makes it even more surreal.

At the end, students should discuss: 

• What unexpected imagery emerged? 

• How might you refine or expand on these ideas?

Choose two different media (e.g., ink, charcoal, watercolor, acrylic, collage, digital). In your sketchbook, do at least 2 mini experiments with different anatomical forms. 

• Suggested explorations:

  • Use ink or charcoal to create high-contrast textures mimicking muscle fibers, bone fractures, or veins.

  • Experiment with collage or layering techniques to distort and rearrange anatomical elements. Use the printouts of anatomical forms to cut out or draw your own.

  • Mix wet and dry media (e.g., watercolor under charcoal) to create surreal blending effects.

Document the results and write one sentence per experiment explaining how it could enhance their final composition.

In your sketchbook, brainstorm different symbolic meanings for anatomical organs (e.g., heart = love, lungs = breath of life, brain = memory).

Using a mind map, connect your chosen organ(s) to a possible message, surrealist technique, and visual style.

Explain your connections and discuss how surrealism can exaggerate or transform meaning.

Students create at least five thumbnail sketches, experimenting with different surrealist approaches:

• Juxtaposition: Placing organs in unexpected environments (e.g., a ribcage as a birdcage).

• Metamorphosis: Transforming an organ into something new (e.g., veins turning into tree roots).

• Fragmentation: Breaking apart forms in an abstract way (e.g., a floating, deconstructed torso).

• Distortion: Stretching or warping proportions (e.g., an enlarged eye replacing a heart).

• Size and Scale: Changing sizes for impact (e.g., a tiny brain inside a giant skull).

Students should use any or all of the explorations/experiements to come up with their idea for their project. They should sketch at least 2 different ideas or 2 different variations of the same idea. 

When finished, students should present their ideas with a partner or with the entire class to get some input about which idea/composition is most successful.

On large drawing paper (18” x 24"), students will begin their final composition, focusing on: