Artistic Oneirology:

Artistic Oneirology:
The Scientific Study of Dreams through Visual Art
Advanced Art
High School Science and/or AP Psychology
11th and 12th Grade
Robinson, D. (2012). Pillow Time: A Dream Infographic. Retrieved March 1, 2015, from
https://www.behance.net/gallery/3952119/Pillow-Time-An-Infographic
Lesson 1: Your Dreams - Recorded
Lesson 2: Your Dreams - Graphed
Lesson 3: Your Dreams - Interpreted
Taylor Byrne
Spring 2014
Art Ed Curriculum 5-12
2
Artistic Oneirology:
The Scientific Study of Dreams through Visual Art
Advanced Art
High School Science and AP Psychology
11 and 12 Grade
th
th
Unit Map
pg. 3
Unit Plan Outline
pg. 4
•
Stage 1: Desired Results
pg. 4
•
Stage 2: Assessment Evidence
pg. 6
•
•
Rubric
Stage 3: Learning Plan
pg. 7
pg. 8
Lesson Plan 1: Your Dreams - Recorded
pg. 10
Lesson Plan 2: Your Dreams – Graphed
pg. 19
Lesson Plan 3: Your Dreams - Interpreted
pg. 26
3
Artistic Oneirology:
The Scientific Study of Dreams through Visual Art
Advanced Art
High School Science and/or AP Psychology
11 and 12 Grade
th
th
UNIT MAP
4
Artistic Oneirology:
The Scientific Study of Dreams through Visual Art
Advanced Art
High School Science and/or AP Psychology
11 and 12 Grade
th
th
UNIT PLAN OUTLINE
STAGE 1: DESIRED RESULTS
A. UNIT TRANSFER GOALS:
• Students will be able to independently use their learning to use visual cues and symbols
to communicate specific themes, moods, and ideas in a visual way.
• Students will be able to independently use their learning to accurately and consistently
collect and present data or evidence in an organized way.
B. ENDURING UNDERSTANDINGS:
• Artists draw their ideas from personal experiences, their imaginations, and the world
around them.
• When conducting scientific investigation it is important to accurately and consistently
collect and present data or evidence in an organized way.
C. ESSENTIAL QUESTIONS:
• How do both artists and scientists collect, organize, and record data and ideas?
• How can personal observations, academic articles, research, and knowledge influence
ideas and inform artwork?
• How can visual cues and symbols be used to communicate specific themes, moods, and
ideas in a visual way?
D. STATE STANDARDS ADDRESSED:
• Visual Arts Standards for Grade 11:
• MA.1. Visual Arts: Methods, Materials, and Techniques: Students will
demonstrate knowledge of the methods, materials, and techniques unique to
the visual arts.
• MA.3. Visual Arts: Observation, Abstraction, Invention, and Expression:
Students will demonstrate their powers of observation, abstraction, invention,
and expression in a variety of media, materials, and techniques.
• MA.4. Visual Arts: Drafting, Revising, and Exhibiting: Students will
demonstrate knowledge of the processes of creating and exhibiting their own
artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
• MA.2. Visual Arts: Elements and Principles of Design: Students will
demonstrate knowledge of the elements and principles of design.
• MA.6. Connections: Purposes and Meanings in the Arts: Students will describe
the purposes for which works of dance, music, theatre, visual arts, and
architecture were and are created, and, where appropriate, interpret their
meanings.
• Scientific Inquiry Skills Standards for High School:
• SIS1. Make observations, raise questions, and formulate hypotheses.
• SIS2. Design and conduct scientific investigations.
• SIS4. Communicate and apply the results of scientific investigations.
5
E. ACQUISITION/ UNIT OBJECTIVES:
• Lesson 1: Your Dreams - Recorded
• Students will be able to consistently collect data and evidence in an organized
way.
• Students will examine works by artists known for using the journal as an outlet
for creative expression.
• Students will experiment with multiple styles of journal making.
• Students will be able to think outside of the boundaries that a “regular” journal
or book holds.
• Students will incorporate words and text into their artwork.
• Students will be able to discuss and analyze their work and the work of other
students using appropriate visual arts vocabulary.
• Lesson 2: Your Dreams - Graphed
• Students will examine various examples of artists and graphic designers who
convey scientific information through infographics.
• Students will make an interdisciplinary connection between graphing as it is
used for artwork and for science.
• Students will be able to make artistic choices involving content and materials
that inform the creation of an infographic.
• Students will engage in the process of graphing the data collected in their
Dream/Sleep Studies.
• Students will be able to choose the appropriate digital technology to create
their infographic.
• Students will discuss and analyze their work and the work of other students
using appropriate visual arts vocabulary.
• Students will demonstrate a sense of adventure, creativity, and innovation in
the creation of their infographics.
• Lesson 3: Your Dreams - Interpreted
• Students will learn how certain symbols and images found in dreams are
interpreted in different cultural, psychological, and scientific contexts.
• Students will examine various examples of artists who gain inspiration from
their dreams, such as Jane Gifford, Marc Chagall, Salvador Dali, and Jim Shaw.
• Students will be skilled at using various visual cues and symbols to represent
specific themes and ideas visually.
• Students will be able to choose the appropriate medium and materials to
produce their individual idea.
• Students will be skilled at constructing a reasoned argument and responding
appropriately to critical comments and questions.
• Students will be able to discuss and analyze their work and the work of other
students using appropriate visual arts vocabulary.
• Students will demonstrate a sense of adventure, creativity, and innovation in
the creation of their final pieces.
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STAGE 2: ASSESSMENT EVIDENCE
A. PERFORMANCE TASKS/PRODUCTS AS EVIDENCE:
• Lesson 1: Your Dreams - Recorded
• In a successful example of a Dream Journal students would make creative
choices about materials and processes that relate back to the data collected
during their Dream/Sleep Study. A successful project would be comprised of
20 double-page spreads that visually illustrate dreams that the student has
during the month. These pages will also be personal reflections on these
dreams and the experience of conducting a Dream/Sleep Study.
• Lesson 2: Your Dreams – Graphed
• A successful example of a dream infographic would focus on the data collected
during the Dream/Sleep Study and effectively convey the information visually.
A successful project would be created using InDesign, Illustrator, and/or
Photoshop, and would demonstrate creative choices about process and design.
• Lesson 3: Your Dreams - Interpreted
• A successful Dream Interpretation piece would utilize research to effectively
represent the interpretation of a dream visually. A successful example of this
project would be a work where the student makes creative and appropriate
choices about materials and process that relate back to the dream they are
interpreting.
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B. RUBRIC:
• Lesson 3: Your Dreams – Interpreted
Keep working
(10-12)
Getting there
(13-15)
Excellent
(16-18)
Dream
Interpretation
Student made little
or no effort to
research how the
symbols and
imagery found in
their dream has been
interpreted in
one/two cultural,
psychological, or
scientific contexts.
Brainstorm/
Proposal
Student made little
to no effort to
produce sketches or
written ideas for
their piece. Student
submitted no
proposal describing
their plan for their
piece.
Student researched
how the symbols and
imagery found in
their dream has been
interpreted in
two/three cultural,
psychological, or
scientific contexts,
and attempted to
apply this
information to the
design of their piece.
Student made an
effort to produce less
than three sketches or
written ideas for their
piece. Student
submitted an
incomplete proposal
describing their plan
for their piece.
Craftsmanship
and use of
materials
Student did not
utilize appropriate
materials in their
intended way.
Student did not
make an effort in
using techniques or
neat craftsmanship.
Student made an
effort and showed
some skill with the
materials. Student
sometimes made an
effort to try new
techniques and model
net craftsmanship.
Student made an
effort to use
materials and
showed an average
skill level. Student
always made an
effort to try new
techniques and
model neat
craftsmanship.
Concept of
Project
Student
demonstrated little
or no evidence of
experimentation,
imagination, and
independent
problem solving
when designing and
creating their final
piece. Student does
not effectively
communicate their
ideas visually to the
viewer in the final
product.
Student demonstrated
some evidence of
experimentation,
imagination, and
independent problem
solving when
designing and
creating their final
piece. Student
attempted to
communicate their
ideas visually to the
viewer in the final
product.
Student
demonstrated
evidence of
experimentation,
imagination, and
independent
problem solving
when designing and
creating their final
piece. Student
adequately
communicated their
ideas visually to the
viewer in the final
product.
Participation,
effort, and
classroom
decorum
Student had to be
reprimanded more
than twice during
the course of the
lesson. Student was
consistently
distracted others
from work and did
not participate in
discussion/critique.
Student had to be
reminded to focus
and was occasionally
distracted classmates
from their work.
Student participated
little or not at all in
discussions/critique.
Student was focused,
on task, and
hardworking most of
the time. Student
offered a few ideas
to classmates during
discussion/critique.
Student researched
how the symbols
and imagery found
in their dream has
been interpreted in
three cultural,
psychological, or
scientific contexts,
and applied this
information to the
design of their piece.
Student made an
effort to produce
three sketches or
written ideas for
their piece. Student
submitted a proposal
describing their plan
for their piece.
Exceeded
Expectations
(19-20)
Student researched
how the symbols
and imagery found
in their dream has
been interpreted in
more than three
cultural,
psychological, or
scientific contexts,
and applied this
information to the
design of their piece.
Student thoughtfully
produced three
sketches or written
ideas for their piece.
Student submitted a
well thought out
proposal describing
their plan for their
piece.
Student went above
and beyond simply
making an effort and
showed high skill
level with materials.
Student went above
and beyond by
trying and mastering
new techniques and
demonstrates neat
craftsmanship.
Student went above
and beyond to
demonstrated
experimentation,
imagination, and
independent
problem solving
when designing and
creating their final
piece. Student
clearly and
effectively
communicated their
ideas visually to the
viewer in the final
product.
Student was focused,
on task, and worked
hard throughout the
lesson. Student
offered ideas and
feedback to
classmates during
discussion/critique.
Your
Rating
Teacher
Rating
8
STAGE 3: LEARNING PLAN
A. SCOPE AND SEQUENCE OF LESSONS:
• Lesson 1: Your Dreams – Recorded
Students will begin this lesson by conducting a Dream/Sleep Study that records
various data about their sleep habits and dreams over the course of a month.
Students will look at work by artists who use the journal as an outlet for creative
expression. Students will then create dream journals that record, illustrate, and
reflect on their dreams based on their Dream/Sleep Study. A successful project
would be comprised of 20 double-page spreads that visually illustrate the dreams
that the student has with a component of personal reflection. In their dream journals
students will make creative choices about materials and processes that relate back to
the data they collect.
Lapin. (2013) Selection from Artist’s Journal. Retrieved March 1, 2015, from http://dannygregorysblog.com/2013/02/20/aconversation-with-lapin-from-an-illustrated-journey/
•
Lesson 2: Your Dreams – Graphed
Students will begin this lesson by looking at work by artists and graphic designers
who use infographics to convey scientific information. Students will analyze and
interpret the data collected in their Dream/Sleep Study. Using the data collected,
students will design and create an inforgraphic on the computer using programs
such as InDesign, Illustrator, and Photoshop. A successful project would use
appropriate visual cues, color schemes, and symbols to effectively communicate the
information collected during the scientific study in a visual way.
In My Dreams. Retrieved on March 1, 2015, from
http://speckyboy.com/2010/11/12/12-inspirationally-designed-infographics-for-designers/
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•
Lesson 3: Your Dreams – Interpreted
Students will begin this lesson by researching how the symbols and imagery found
in one of their dreams has been interpreted in different cultural, psychological, and
scientific contexts. Students will look at work by artists who gain inspiration from
their dreams, such as Jane Gifford, Marc Chagall, Salvador Dali, and Jim Shaw.
Students will create an original work of art that visually represents the
interpretation of the dream using materials of their choice. A successful project
would utilize their research to effectively represent the interpretation of their dream
using appropriate materials.
Dali, S. (1979). Dream Passage. Retrieved March 1, 2015, from
http://www.dali.com/gallery/detail/Drawings/Singles/Dream+Passage