Surreal Environment

1: Project Goals (Mar 9)

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2. Drawing Room: Walls, Floor & Ceiling (Mar 9 & 10)

3. Lightly Plan for 3 or More Rectangular Details (Mar 13 & 14)

4. Make sure to plan for the other objects your are going to add to make your project surreal

4. Add Objects (Mar 14 & 15)

1.Reflect on what you planned in your thumbnail sketches

2. LIGHTLY sketch in the objects you want to include (from your thumbnail sketches or a new idea)

3. Use your phone or a computer do image searches for reference if needed (see left)

5. Add Details to Rectangular Details (Mar 16)

6. Complete 2 - 4 Color Planning Sketches (Mar 20- 21)

In your sketch book, take 10 minutes to loosely sketch out (without detail) your Surreal Environment 2- 4 times.

2. Use colored pencils to roughly plan out 2- 4 different color possibilities.

3. Show thoughtful use of Monochromatic/Analogous/Complementary colors to make things stand out more (contrast)

7. Review Final Color Goals (Mar 24)

Color Planning sketches should be completed first

(but it's ok to make color changes in your final work)

Erase pencil marks as needed
Coloring should be consistent and look carefully done
Gradual color blending with analogous and complementary colors should be done to create the illusion of 3D Space & 3D Form

8. Coloring for 3D Looking Walls (March 24 - 27)

Color your walls, ceiling and floor with the colors of your choice
Use Analogous and Complementary colors to do shading (DO NOT USE BLACK)

9. Coloring for 3D Looking Objects (March 28

Use Analogous and Complementary colors to do shading (DO NOT USE BLACK)

10. Finish Your Project (March 29, 30, 31, Apr 3, 4, 5)

11. Peer Review (Apr 4)

PEER REVIEW INSTRUCTIONS

PLACE your DRAWING on your TABLE
Grab a POST-IT NOTE, a RUBRIC and Walk over to a CLASSMATE'S DRAWING
PLACE the POST-IT note NEXT TO your classmate's DRAWING
On the Post-It note, WRITE 1 COMPLIMENT and 1 SUGGESTION both BASED on the RUBRIC.
Add YOUR NAME
Go BACK to YOUR DRAWING
Take a PHOTO of the PEER REVIEW that your CLASSMATE WROTE for you.
Upload the PEER REVIEW to the "MA 3/9/24 Surreal Environment" assignment posting

12. Reflection & Submit Work (Apr 5)

Include a Reflection & Self-Grading

Note: This sample is for a different project

Also include a REFLECTION: What were you SUCCESSFUL at? What did you STRUGGLE with?
Also include what GRADE you think you deserve.

Surreal Environment Rubric

5 points --- PAPER SIZE: Paper is sized at 12" x 15"

10 points --- ROOM DIAGONALS: Diagonals, horizontals, and verticals follow the rules of 1-point perspective.

10 points --- 3 RECTANGULAR DETAILS: At least 3 rectangular details were added. The diagonals, horizontals, and verticals follow the rules of 1-point perspective.

10 points --- DETAILS on DETAILS: Details were added to rectangular details like floor boards, window panes, and moulding. The diagonals, horizontals, and verticals follow the rules of 1-point perspective.

15 points --- OBJECTS: Drawn from observation (photo or life drawing)

5 points --- COLOR PLANNING SKETCHES: 2 or more Color planning sketches were completed

10 points --- UNDERSTANDING of SURREALISM: Project includes a surreal element

15 points --- BLENDING of VALUES/COLORS: Gradual blending from dark to light/color to color to create the illusion of 3D form and 3D Space. The majority of the drawing includes blending of values/colors.

10 points --- NEAT & COMPLETE: Coloring/Shading is neat and consistent. original pencil marks were completely erased. The drawing is complete

5 points --- PEER REVIEW: A photo of a hand written peer review was uploaded to the assignment posting.

5 points --- REFLECTION and SELF-GRADING: Private comment with reflection and self-grading is included

Surreal Ideas

• Objects or animals that aren't normally found indoors

• Objects or animals that are the wrong size

• Mythological/demonic creatures

• A portal into another dimension or world

• Solids behaving like liquids

• Objects defying gravity

• Staircases or portals leading to nowhere

• Something transforming into something else

• 2D transforming into 3D or vice versa

• Two different kinds of environments combined into one

NYC Visual Arts Benchmarks

• Art Making

• Developing Art Literacy

• Making Connections Through Visual Arts

• Community and Cultural Resources

• Exploring Careers and Lifelong Learning

Differentiation / Lesson Extension

...Students with different abilities can seek assistance from teacher, paraprofessional, or another student

...The students who finish early can ask a classmate if they need help or review

NYC VISUAL ARTS BENCHMARKS

• Developing Art Literacy

• Community and Cultural Resources

• Exploring Careers and Lifelong Learning