Surreal Perspective Project Lesson Activity Plan
1. Content: Students will be creating 12”-18” drawings, rendering one or two point perspective.
They will be incorporating surrealism into their drawings, creating either an interior or exterior
space that incorporate elements of nonsense.
2. Learning Goals: S.W.B.A.T.



Render one or two point perspective
Recognize surrealism as an artistic style
Incorporate surrealism into their rendered one or two point perspective spaces
3. Rationale: Learning perspective is a critical and challenging part of understanding space in all
forms of art. Having students learn this technique will allow their work to show more
dimension. Surrealism is a creative artistic style that allows students to use their imaginations
to move away from a traditional interior or exterior space. I want to contrast the very technical
elements of this project with more creative elements so students have several ways to be
successful.
4. Assessment: Assessment will be both formative and summative for this project. Formative
assessment will be based on effort, which I will check as I circulate throughout class. The final
piece will be the summative assessment. Students will be assessed on the accuracy of their
rendered one or two point perspective and the creativity in their elements of surrealism.
5. Personalization and Equity: For this lesson students will be provided with a step by step visual
guideline showing them how to render one or two point perspective. These guidelines have
both images and written instructions, and will be particularly helpful for my students with
special needs and ELLs. Examples of surrealist images will also be hung on the wall, along with
prototypes I have created.
6. Agenda:
Time
0-2
2-5
Teacher
Greets students, takes
attendance.
Explains instructions for
today’s class. Students will
work on their surreal
perspective projects, they
will follow guided
instructions in packet if
needed.
Distributes drawings and
packets if needed.
Student
Enter class, take seat at
assigned seat.
Listen to instructions.
Receive their drawings and
packets if needed.
5-45
Circulates class to help
students. Asks students to
help each other on technical
rendering.
45-47
Asks students to pass in their
drawings and packets. Put
away rulers and pencils.
Work on surreal perspective
projects, using packet as a
guide if needed, asking
teacher for help, and
consulting reference pictures
if needed.
Pass in their drawings and
packets. Put away rulers and
pencils.
7. Standards:
1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique
characteristics of particular media, materials, and tools.
2.14 Review systems of visualizing information and depicting space and volume, for example,
scale and vanishing point, linear, atmospheric, and isometric perspective; and create works
using these systems.
2.15 Create artwork that demonstrates understanding of the elements and principles of design
in establishing a point of view, a sense of space, or a mood.
8. Reflections: If I were to teach this project again, I would ensure that students were very
comfortable with how to render perspective before starting their final. More than any other
project this year, students needed assistance at all steps of their drawing. This was something I
had not anticipated. In the classroom, I had to make a list of students who needed help so that I
could check-in with everyone. To avoid this in future years, I would have students be much
more thorough in their process work. All students would have to complete a sketch of a space
(one or two point perspective) which incorporates the surreal aspects they would like to use on
their final. Students would have their surreal brainstorming sheets readily available to give the
more ideas. I found that students did not use these sheets after the one day brainstorm. I
would make sure that the surreal brainstorm packet was attached to the perspective packet
and I would make sure to hand out each packet at the beginning of class with their project. I
would then emphasize that students had to check in with their packets for help with
perspective or surrealism before they asked me. Because students needed so much help
throughout this project, if I were to assign this again, I would give each student a buddy.
Students would have to check in with their buddies for help before they asked me. This system
would also promote a classroom community where students teach students.