In this lesson, student artists focus on magical elements. They glue their setting together & begin prepping magical elements to include. They will have two days to complete this step.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up. Think about how you will dispense and disperse paint, as well as water, as both these materials can be messy. Consider having wet-wipes on hand to clean paint off hands.
Construction paper, tempera paint, small brushes, rags or paper towels, scissors, glue, magazines.
NOTE: Note: White glue is best, and if you can, allow kids to brush it on as that will allow it to lie the flattest.
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⚲Salvador Dali, The Persistence of Memory. 1931.
Dali says that the melting clocks were inspired by camembert cheese melting under the sun. The sequence of melting clocks in a disjointed landscape is a depiction of a dream that Dali had experienced, the figure in the middle of the painting being the face of the dreamer himself (it’s loosely based on his profile). The cliffs that provide the backdrop are taken from images of Catalonia, Dali's home.
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
• Understand that ‘magical elements’ are what make fairy tales different from regular tales, and that they will be brainstorming and including unique magical elements in their own work.
• They can draw/cut/paste from a separate sheet of construction paper
• They can use various cut elements from magazines
• They can paint directly on the paper (although it is ok if they don’t get to this step).
The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.
This should be a fun lesson for students as they are allowed to let their imaginations run free. Engage them in conversation about the elements they are choosing, and frequently share or have students share their elements with the class.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
Encourage students to make more elements than they think they will need. If they need inspiration, you can have them look at this artist’s website: http://www.erikjohanssonphoto.com/
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