It’s all in my mind: Dreaming and the Subconscious

It’s all in my mind Dreaming and the Subconscious.pdf

Dublin Core

Title

It’s all in my mind: Dreaming and the Subconscious

Subject

Dreams and Nightmares

Description

Learners will be exploring dreams and nightmares, in particular why do we dream and what do our dreams mean? Throughout the unit, learners will focus on the subconscious. Learners will discuss their own personal experiences with dreams and will compare this to their peers. Using different search engines on the Internet, learners will research how dreams have been interpreted throughout history by numerous cultures. Learners will create a time line showing the results of their research and at least 10 cultures/time periods.
During the initial research stage of the unit, learners will be keeping a dream journal of all the dreams that they can remember. Learners will read and review their dreams in order to find patterns. Learners will use these patterns or reoccurring dreams as the subject for a Surrealism inspired sculpture. Learners will use a coat hanger as the framework for their sculpture, which will be covered with nylons, coated in several layers of decoupage glue, and then painted to reflect their dream/nightmare. After the completion of the project, learners will participate in both a group and self-critique to reflect on the artwork, as well as the concept of dreaming.

Creator

Molly D. Chance

Source

CMA 1954.29
- The Nativity, Sandro Botticelli, 1473-75, fresco transferred to canvas
*(Depicts two individuals dressed in fashions from a different time period…image could be used as prompt, “if you could visit any place or any specific event in time, what would it be?”
CMA ???
-Imaginary Landscape, Giovanni Paolo Panini

Publisher

Handheld Art

Contributor

Columbia Museum of Art

Unit Plan Item Type Metadata

Duration

9 classes

Standards

Visual Arts Standards:
1. VA8-1.2 Describe ways that different materials, techniques, and processes evoke different responses in one who is creating or viewing artworks.
2. VA8-2.2 Discuss the ways that the visual arts are able to communicate ideas.
3. VA8-3.1 Compare and contrast the content in several works of visual art.
4. VA8-3.3 Discuss the ways that choices of subject matter, symbols, and ideas combine to communicate meaning in his or her works of visual art.
5. VA8-6.2 Compare and contrast concepts, issues, and themes in the visual arts and other subjects in the school curriculum.

Integrated CCSS:
Language Arts
1. 8-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.
2. 8-4.2 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing.
3. 8-4.6 Edit for the correct use of written Standard American English including, punctuation, semicolons, commas to enclose appositives and commas to separate introductory clauses and phrases.
4. 8-4.7 Spell correctly using Standard American English.
5. 8-5.3 Create written descriptions using precise language and vivid details.

Objectives

1. The learner will discuss personal experiences with dreams and how they reflect their experiences or personalities.
2. The learner will view the artworks of several artists to analyze how others interpret and are influenced by dreams.
3. The learner will create a time line representing how dreams have been interpreted throughout history.
4. The learner will keep a dream journal each day providing detailed accounts of any recalled dreams.
5. The learner will create a Surrealist inspired sculpture reflecting on dream patterns recorded in their dream journal.

Materials

- Construction paper
- Markers
- Pencils and erasers
- Wooden block with pre-drilled hole (used as base for the sculpture)
- Metal coat hanger
- Wood glue
- Nylon stockings
- Decoupage glue
- Acrylic paints
- Paintbrushes
- Paint palettes
- Paper towels
- Water cups

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