INTENDED GRADE(S):
 Early Sr High (9/10) and Late Sr High (11/12)
TIMEFRAME:
 To complete this project it will probably take 2 weeks judging there is 50 minutes per day for high school
RATIONALE (2–3 SENTENCES)
 Students will be introduced to this photomontage assignment in hopes of getting the students comfortable with Photoshop and using the multiple tools and possibilities photoshop has to offer. This project will serve as a warm-up to Photoshop and from here will be expanded to focus on more specifics and go into more detail on certain functions in Photoshop. By having the students make a photomontage of different scaled objects, they will learn about composition, juxtaposition and unity as well as how scale is used in art. (Science and math can be interrelated within this unit as well with the discussion of scale)
LEARNING OBJECTIVES
 Students will demonstrate how to use basic skills in Photoshop by creating their photomontage piece with using at least 3 different photo editing techniques.
 Students will identify the use of objects of different scale by watching a short YouTube clip and describing at least one use of different scaled objects.
 Students will create a surrealistic piece in photoshop using at least 2 different scaled images.
 Students will examine other artists work and identify at least 1 way the artist has used juxtaposition within the artwork
 Students will examine other artists work and describe at least 1 compositional strategy the artist has used within the piece
FEATURED ARTISTS
 John Stezaker
Works with juxtapoisiton of photographs
Examples of art
 Film Portrait (Landscape) VI
 Muse (Film Portrait Collage) XIII
 Vladimir Kush
He uses different scaled objects and surrealism!
Examples of works
 Sunrise by the Ocean
 Breakfast by the Lake
 Construction upstairs
 Lewis Carrol, "Alice's Adventure in Wonderland"
I could use images of alice small and something that should be bigger then a person next to her, for pop referrence may use disney
Good example of using a play on different scale of objects

 Salvador Dali
Would be a good example for surrealism
Work examples may include
 Swans Reflecting Elephants
 The Temptation of St Anthony
UNIT SUMMARY
 Day 1
Teacher will explain Surrealism to the students.
 Teacher will go over a brief history of Surrealism including when it first came about and leading artists of the period
 Teacher will explain what Surrealists hoped to achieve through their works
 Teacher will show examples of Surrealist works and students will be asked to describe what is going on in the pieces and what makes them Surrealistic
Teacher will introduce the project to the class
 Teacher will explain to the students that the project is to create a piece using items of different scale and combine them in a Surrealistic way.
 Teacher will give examples such as the Statue of Liberty coming out of someone’s mouth, and a giant baby walking on top of a city
 Students will ask questions they have pertaining to the assignment
 Day 2
Teacher will show students examples of artists that use different scaled objects
 Teacher will show picture examples of work artists have created and students will explain the different use of the scaled objects
 Teacher will show a clip from YouTube and students will watch and then be asked to describe at least one use of the different scaled objects
Teacher will be showing students basic fundamentals in Photoshop for the students to use in their piece
 Teacher will demonstrate to the class the different techniques that can be used
 Students will follow along and ask questions for more clarification
 Day 3
Teacher will be continuing to show students basic fundamentals in Photoshop for the students to use in their piece
 Teacher will demonstrate to the class the different techniques that can be used
 Students will follow along and ask questions for more clarification
Teacher will then allow the students to begin working on their piece
Students will use Photoshop and use found images and images they have taken to create their piece
 Day 4 and 5
Students will continue to work on their pieces
Teacher will be available for clarification as well as individual needs
 Day 6
Teacher will conduct a mid-point critique to see student progress and go over compositional strategies
 Teacher will show examples of artists to demonstrate different compositonal strategies

 Students will relate the artists shown work to their own and identify compositional strategies of their own
Students will discuss their pieces and troubles they may be having to the group to hear more feedback
If time allows, students will continue to work on their pieces
 Day 7, 8 and 9
Students will continue to work on their pieces
Teacher will be available for clarification as well as individual needs
 Day 10
Projects are due
Teacher will conduct a final critique and go over students work
Students will comment on eachothers work and give feedback for their peers to consider
Teacher will emphasize composition and juxtaposition
ACCESSORIES
 YouTube clip used to demonstrate the use of scale http://www.youtube.com/watch?v=gdUaaty96cs
 A Worksheet that has the basic functions of Photoshop mapped out for the students to referrence if they forget
 A handout explaining the assignment and what they should be focusing on
 A handout showing examples of artists work including juxtaposition, composition and different scaled items
MATERIALS AND EQUIPMENT
 Photoshop (or GIMP)
 Computers
 Internet
 Possibly cameras if students want to take their own pictures
 Projector
 Projector screen
PRODUCT SUMMARY
 Students will be making a surrealitic piece that uses items of different scale and focuses on composition and juxtaposition of those scaled items
ASSESSMENT
 Students will be assessed with multiple measures including a mid-point and final critique where students will discuss their scaled items, composition and juxtaposition.
 Students will also be assessed by use of the learning objectives in the form of a rubric to see if they met the minimum standards as well as be assessed on effort put into the piece and participation in the critiques
 I would also be open in having the students grade themselves and see where they think they stand with the work they have produced