High School Drawing and Painting
Surrealistic Pen and Ink Montage
Rebecca A. Shampine, Indian River High School, Philadelphia, New York
Grade Level: Middle School thru High School
Surreal Still Life - below
Edward Gorey Images - lesson below by Judi Morgan



Materials: Assorted magazines, scissors, Xacto knives, TriTex rubber cement (or other non toxic adhesive), tag board (or poster board for collage - choice of size), Quality drawing paper (12 x 18 -- or size of choice), pencils, India ink, quill tip pens, crow quills.

Resources: Surrealism, Salvador Dali, Rene Magritte and others.

This lesson is designed for my Drawing and Painting Class, grades 10 - 12. Student create a work in two media. The first is a surreal collage from magazine sources, the second is a drawing from the collage.

1. Students took part in a discussion about Surrealism. Artists such as Salvador Dali and Rene Magritte were discussed.
2. Students were allowed to look through magazines and newspapers for interesting objects and images to help them create a surrealistic collage. Theme was important. Elements and principles of design were reviewed. (9" x 12" would be a good size -- or 12" x 18").
3. Students were also involved in a discussion about pen and ink techniques, such as pointillism/stippling, scumbling, hatching, and cross-hatching.
4. Students experimented with the techniques
5. Using pencil, students enlarged all - or a portion- of their collage on Strathmore drawing paper.
6. Students then began to create their Surrealistic montage in various pen and ink techniques.
7. Students were also required to mat their drawings when finished.
8. A critique of the pen and ink drawings took place when they were finished. Students discussed how successful they felt the Surrealism was achieved and what they could do to enhance their work.
   
   One of the drawings you see here won a first place and the other won a second place at our local art show this year.

Surrealism Collage and Painting for Middle School

I have found the surrealist experiment to be a hit with the boys (aged 12-13). They are at the awkward stage when most will give up art any day if given the choice, so I tend to think of projects that do not require much in terms of drawing skills. I limit the technicalities to a few skills at a time, without
placing much emphasis on it. I try to make the boys see that are is more than just being able to draw, that there are big ideas behind art, especially modern art. I present it to them in as simple a way as possible and most enjoy it and get something out of it. I also do cubism and abstract expressionism with the same year group. It is very much a matter of balance (like everything else we do!). I want them to develop formal art skills but I want the kids to enjoy it as much as possible. From Charlot Cassar, Malta

Surreal Still Life

View "Still Life - Fast Moving" by Salvador Dali
Here is info on the work:
http://salvadordalimuseum.org/
You can order a high quality print of this image.

Also see "Personal Values" by Rene Magritte

Here is the lesson idea.... Students can create their own kind of surreal still life from magazine collage - then render the collage as realistically as they can (try grid enlargement if needed - or even tracing paper overlay to get shapes in right place) - adding in shadows/highlights to enhance illusion - using pencil - or colored pencils (or whatever medium they choose).

More Dali Still life to locate:
Still Life by the Light of the Moon
Some early Dali still life:
http://salvadordalimuseum.org/
Enter Dali still life in Google images for more.

Submitted by: Judi Morgan
UNIT: DRAWING - Surrealism
Lesson: “Edward Gorey” Images - Edward Gorey Meets Rene Magritte
Time: 15- 45 minute class sessions

Click to see larger images

Content Standard:

• Understanding and applying media, techniques, and processes
• Choosing and evaluating a range of subject matter, symbols, and ideas
• Understanding the visual arts in relation to history and cultures
• Reflecting upon and assessing the characteristics and merits of their work and the work of others.

Student Objectives:

• Compare two methods of creating story or theme within an image
• Introduction to surrealism and illustration
• Combine multiple unrelated images into single composition with subtle message or theme
• Experiment with pen and ink techniques inspired by illustrator, Edward Gorey
• Create a visual language for texture and value

Related Learning Component:

• Historical: Surrealism by other artists
• Studio Production: Surreal composition from magazine images using micro pens
• Subject Matter Integration: Math skills (measurement – using ruler)/ Language arts skills (writing)/ Social studies (world events of the time)

Motivational/Anticipatory Set:

• What do the images by Rene Magritte and Edward Gorey have in common?
• They are both using image to communicate a theme or story
• What is different about them?
• Rene Magritte
• utilized symbolism and surrealism
• color
• paint/painting…
• Edward Gorey
• utilized illustration and humor
• black and white
• ink/drawing…
• How might we use elements from each of these artists to create an image?
• ink drawing that includes textural feel of Gorey illustrations and Surrealism

Activity:

Day 1: Introduction to project

Examples and evaluation through discussion of the work of each artist

Go over handout that explains the project

Question and clarification

Day 2: Students begin searching for images of interest

Day 3-5 Students combine/manipulate/arrange chosen images into final composition and glue to mat board

Day 6: Students border final paper and begin to create contour drawing of image

Day 7-13: Students work toward completion of drawing

Day 14: Students mat their work, complete their evaluations and responses

Day 15: Class critique. Image, evaluations and responses turned in.

Instructional Strategies:

• Initial- Creating value/textures with micro pens
• Extending- Adding color to image, either through colored pen or watercolor wash.

Materials:

• Images by Magritte/Gorey
• Scrap mat board
• 9 x 12 heavy-weight white drawing paper
• .005 micro pens
• Images from magazines/Internet/photographs
• PhotoShop

Procedure:

1. Find 6 images in magazines/on Internet that you find interesting.
• They MUST have a variety of textures (smooth/grainy/rough/sharp/glassy/wet,etc)
• They must have variety in size.
• Choose some that can be used vertically and some that can be used horizontally in your composition
• The must have variety in value
2. Choose three to create a surrealistic image
• Rank the images in order of preference.
• What image is the most important to you?
• How important do you want it to be to the composition?
• Realize that we can re-size and manipulate images on Photoshop
• Consider what and where your focal point is placed
• Make visually interesting and effective use of positive and negative space
3. Glue composition down to mat board
• Sketch the composition on 9 x 12 paper that has a 1” border drawn onto it.
• Contour lines only – NO value
4. Using the techniques for creating texture and for filling space that Edward Gorey uses, plan how you will complete a “Gorey” image.
• You MUST fill all areas of the shapes (white areas must represent brightest light only)
• It MUST make sense (that is the texture chosen must work with the specific object)
• There MUST be definite space/value distinction
5. Complete image and mat according to class requirements. Self-evaluation/response.

Assessment:

Assessment Rubric
Student Name:					Class Period: B
Assignment: “Edward Gorey Meets Rene Magritte”					Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.	Excellent	Good	Average	Needs Improvement	Rate Yourself	Teacher’s Rating
Criteria 1 – Preparation- Collection of 6 images (minimum)- variety of textures/values/scale 3 (minimum) final images arranged in visually interesting composition (Photoshop if necessary) that creates a subtle message or theme. Sketchbook page filled with a wide variety of textures and values created with pen and ink (exploration of Gorey styles)	10-8	7-5	4-3	2-1
Criteria 2 – Process- One inch border created on final paper Accurate CONTOUR drawing of final combined images Thoughtful choices for textural language	10-8	7-5	4-3	2-1
Criteria 3- Presentation- Matting completed correctly (3-3-3 31/2, bevel showing and consistent, cuts clean, outside edges bevel-free) and neat Image and mat are neat and clean Unnecessary pencil lines are removed	10-8	7-5	4-3	2-1
Criteria 4– Effort- Took time to develop idea & complete project? (Didn’t rush.) Good use of class time Willingness to work through difficult areas Proper clean up/storage of materials Energy and focus went toward project	10-8	7-5	4-3	2-1
Criteria 5– Craftsmanship – Neat, clean & complete. Skillful use of the art tools & media. Effective use of positive and negative space Wide variety of textural language Wide variety of values Combined images work together well	10-8	7-5	4-3	2-1
Criteria 6 – Assessment- Active participation in discussion/critique Self evaluation and response thoughtfully and honestly completed Response is typed	10-8	7-5	4-3	2-1
Total Possible: 60					YOUR TOTAL	Grade

EVALUATION – RESPONSE

1. What was the most difficult aspect of this project?

2. What problems did you encounter while working on this project?

3. How did you resolve these problems?

4. What area of your image do you feel is most successful? Explain.

5. What area of your image do you feel is least successful? Explain.

6. Is there anything you learned from this project? If so, what?

7. If you did this project again, what would you do differently or what would you like to explore as an extension of the project?

8. Describe the message/theme that you are expressing within your image.

9. How did you arrive at this solution for your image?

10. On a scale of 1-5 with 5 being highest, please rate this project on the following:

• Interesting challenge
• Adequate instruction
• Adequate time to complete
• Proper tools/materials
• Skill building
• Creative possibilities