Unit Plan

University of North Texas

I. Unit Plan
Grade Level: High School. Course: Art 2
Title: Time Warp
Duration: 7 days, 7 daily class meetings, 50 minutes each

Art Education

II. Lesson Rationale:

Students will learn about surrealism, time, and memory. Students will then discuss their feelings on
time and memory and then translate those thoughts and ideas into a functioning clock face.
This lesson will allow students to think critically about their own thoughts and feelings towards time
and memory, and then translate those feelings into a functioning art object.
III. Key Concepts:
Students will be able to define time and memory.
Students will be able to explain their feelings towards time and memory.
Students will be able to apply their thoughts and feelings into a working art object.
IV. Essential Question:
How is time measured?
How are memories made?
How does the passing of time affect your memory?
V. Unit Objectives:
Upon completion of this unit students will be able to define and discuss time, memory, and surrealism
and translate their thoughts and feelings about time and memory into a surrealist inspired clock face of
a working clock.
VI. Specific Art Content:
Students will utilize collage and mixed media techniques. Students will practice with paper,
photographs, magazine images, paint, found objects, fibers, and nature. Students will identify and
discuss the work of Salvador Dali and his significance to the Surrealist art movement.
VII. Resources & Materials for Teacher:
- Day 1: computer, internet access, projector, print outs of Salvador Dalis work
- Day 2: computer, internet access, projector, whiteboard/chalkboard, marker/chalk, Modern Art
Deluxe Memory Game
- Day 3: computer, internet access, projector, collage materials for demonstration (glue, paper, scissors,
magazines, beads, found objects, paint, cardboard, etc), 3x3 inch cardstock squares
- Day 4: computer, internet access, projector, print outs of Salvador Dalis work, clock faces from
disassembled clocks
- Day 5: Collage materials (glue, paper, scissors, magazines, beads, found objects, paint, cardboard,
etc)
- Day 6: Collage materials (glue, paper, scissors, magazines, beads, found objects, paint, cardboard,
etc)
- Day 7: Disassembled clocks, tacks/t-pins, class roster

VIII. Resources & Materials for Students:

- Day 1: index cards, pen/pencil
- Day 2: index cards, pen/pencil
- Day 3: Collage materials (glue, paper, scissors, magazines, beads, found objects, paint, cardboard,
etc), 3x3 inch cardstock squares
- Day 4: sketch book, pencils/markers/color pencils, collage materials (glue, paper, scissors,
magazines, beads, found objects, paint, cardboard, etc)
- Day 5: sketch book, pencils/markers/color pencils, collage materials (glue, paper, scissors,
magazines, beads, found objects, paint, cardboard, etc)
- Day 6: sketch book, pencils/markers/color pencils, collage materials (glue, paper, scissors,
magazines, beads, found objects, paint, cardboard, etc)
- Day 7: completed clock face

LESSON PLAN FORMAT

IX. Instruction and Its Sequencing:
Day of the Lesson: Day 1
1. Lesson Objectives:
a. Students will be able to define Surrealism
b. Students will be able to identify key aspects of Salvador Dalis work
2. Introduction/Motivation:
a. Hook: https://youtu.be/iXT2E9Ccc8A?t=16s
b. Surrealism definition: http://dictionary.reference.com/browse/surrealism
c. Salvador Dali works:
i. The Persistence of Memory, 1931:
http://www.dalipaintings.net/images/paintings/the-persistence-of-memory.jpg
ii. The Disintegration of the Persistence of Memory, 1952-1954:
http://www.dalipaintings.net/images/paintings/the-disintegration-of-thepersistence-of-memory.jpg
3. Guided Practice
a. Class discussion about Surrealism and the two works of Salvador Dali:
Have you heard of Salvador Dali before?
Have you heard of Surrealism before?
What is your favorite aspects of these two works?
What is your least favorite aspects of these two works?
4. Independent Practice
a. Students will then look at print outs of the two painting in small groups and come up
with some key traits of these Salvador Dali paintings.
5. Closure
a. Together, as a class and share our findings and create a master list of the key traits of
both Surrealism and the two Salvador Dali paintings.

6. Formative Evaluation
a. Students will be responsible for turning in an Exit Card (index card) that lists two of
their favorite aspects of Salvador Dalis work, along with a brief reasoning
7. Classroom Management Procedures
Students will be lead in a group discussion that ensures that they stay on task and keep the
conversation appropriate. Students will be monitored within their small group discussion to
ensure that appropriate conversation is being made and that all students within the group are
participating.
Day of the Lesson: Day 2
1. Lesson Objectives:
a. Students will be able to define time
b. Students will be able to define memory
2. Introduction/Motivation:
a. Hook: Modern Art Deluxe Memory Game
i. http://www.dickblick.com/products/modern-art-deluxe-memory-game/
b. Time definition: http://dictionary.reference.com/browse/time
c. Memory definition: http://dictionary.reference.com/browse/memory
3. Guided Practice
a. Together as a class, we will complete a vin diagram that compares time and memory.
4. Independent Practice
a. Students will form small groups and play Modern Art Deluxe Memory Game, where
disruptions and pauses are made within the game to show students how memory
changes over time.
5. Closure
a. The class will come together and discuss how the disruptions that occurred within the
game altered the students memory.
6. Formative Evaluation
a. Students will be responsible for turning in an Exit Card (index card) where they list, in t
their own words and while using complete sentences, the definitions of time and
memory
7. Classroom Management Procedures
Students will be lead in a group discussion that ensures that they stay on task and keep the
conversation appropriate. Students will be monitored within their small group game to ensure
that appropriate behavior is being made and that all students within the group are able to
participate.
Day of the Lesson: Day 3
1. Lesson Objectives:
a. Students will be able to compose at least 3 different collage techniques

2. Introduction/Motivation:
a. Introduction to collage and collage techniques:
http://www.smashingmagazine.com/2009/12/get-creative-with-collage-trends-andinspiration/
b. Students will be informed that one completed 3x3 inch square must be turned in at the
end of class and that two more completed 3x3 inch squares must be turned at the
beginning of next class.
c. Students will each receive three cardstock 3x3 inch squares in which the collage
examples will be completed
3. Guided Practice
a. Students will be shown a demonstration of how to use the materials that have been set
out.
4. Independent Practice
a. Students will practice different collage techniques using the materials that have been set
out.
5. Closure
a. Students will clean up their work stations and return all unused materials to the
designated area.
b. Students will be allowed to check out materials to take home in order to complete the
following two collages.
6. Formative Evaluation
a. Students will be responsible for turning in their completed 3x3 inch collage square. Any
wet or drying work should be turned in by being placed on drying racks.
b. Students with dry work will turn their work in directly to the instructor.
7. Classroom Management Procedures
Students will be monitored during the demonstration and while independently practicing
collage techniques. The instructor will walk around to each students desk to ensure that
adequate progress is being made and that the students are properly using the materials. Any
student that needs to take materials out of the classroom must sign the materials out with the
instructor. Students will be informed that the remaining two collages must be turned in at the
start of the next class, along with any materials that were signed out.
Day of the Lesson: Day 4
1. Lesson Objectives:
a. Students will be able to review and interpret the two works of Salvador Dali and draw
inspiration for their sketches
b. Students will be able to translate their thoughts and ideas of the relationship between
time and memory into a preliminary sketch
2. Introduction/Motivation:
a. Hook: https://www.pinterest.com/MarjaSchwedler/altered-clocks/
b. Students will receive the clock face that they will be altering

b. Students will be informed that all sketches must be approved by the instructor, before
starting on final draft
c. Students will turn in the remaining two collage examples from Day 3
3. Guided Practice
a. Students will be refreshed on the collage techniques that we practiced on Day 3
4. Independent Practice
a. Students will sketch out their ideas for their clock face.
b. Students must have sketch approved before beginning on their final draft
5. Closure
a. Students will clean up their work stations and return all unused materials to the designated
area.
b. Students will store their unfinished work in their designated class area
6. Formative Evaluation
a. Students will be responsible for having their sketches approved by the instructor before
beginning on their final draft
b. Students will turn in their approved preliminary sketch to the instructor
7. Classroom Management Procedures
Students will be monitored during their independent work time. The instructor will walk around
to each students desk to ensure that adequate progress is being made and that the students are
properly using the materials. Students will be informed of the remainder of the project timeline
to ensure that they are on track.
Day of the Lesson: Day 5
1. Lesson Objectives:
a. Students will be able to make progress on their altered clock face
2. Introduction/Motivation:
a. Students will be reminded of the project timeline to ensure that they are on track to
complete the project on time
3. Guided Practice
a. Students will discuss their progress and concept with the instructor
4. Independent Practice
a. Students will continue to work on their altered clock face
5. Closure
a. Students will clean up their work stations and return all unused materials to the
designated area.
b. Students will store their unfinished work in their designated class area

6. Formative Evaluation
a. Students will discuss their progress and concept of their altered clock face with the
instructor.
b. Students will turn in their approved sketch to the instructor.
7. Classroom Management Procedures
Students will be monitored during their independent work time. The instructor will walk around
to each students desk to ensure that adequate progress is being made and that the students are
properly using the materials. Students will be informed of the remainder of the project timeline
to ensure that they are on track.
Day of the Lesson: Day 5
1. Lesson Objectives:
a. Students will be able to make progress on their altered clock face
b. Students will be able to express their thoughts on the relationship between time and
memory into a short written explanation

2. Introduction/Motivation:
a. Students will be reminded of the project timeline to ensure that they are on track to
complete the project on time
b. Students will be informed of the written component of the project
3. Guided Practice
a. Students will discuss their progress and concept with the instructor.
b. Students must have written draft approved by the instructor before beginning on the final
draft
4. Independent Practice
a. Students will continue to work on their altered clock face.
b. Students will work on the written component of the project
5. Closure
a. Students will clean up their work stations and return all unused materials to the
designated area.
b. Students will store their unfinished work in their designated class area
6. Formative Evaluation
a. Students will discuss their progress and concept of their altered clock face with the
instructor.
b. Students will turn in their written draft that explains their thoughts on the relationship
between time and memory
7. Classroom Management Procedures
Students will be monitored during their independent work time. The instructor will walk around
to each students desk to ensure that adequate progress is being made and that the students are
properly using the materials. Students will discuss their thoughts on the relationship between
time and memory with the instructor to ensure that all written ideas are appropriate and relevant

to the assignment. Students will be informed of the remainder of the project timeline to ensure
that they are on track.
Day of the Lesson: Day 6
1. Lesson Objectives:
a. Students will be able to make progress on their altered clock face
b. Students will be able to finalize their thoughts on the relationship between time and
memory into a short written explanation
2. Introduction/Motivation:
a. Students will be reminded of the project timeline to ensure that they are on track to
complete the project on time
3. Guided Practice
a. Students will discuss their finishing concept and altered clock with the instructor
4. Independent Practice
a. Students will finish working on their altered clock face. Students will work on the final
written component of the project
5. Closure
a. Students will clean up their work stations and return all unused materials to the
designated area.
b. Students will turn in their finished clock face to the instructor
c. Students will turn in their written explanation
6. Formative Evaluation
a. Students will discuss finishing thoughts with the instructor
b. Students will turn in their altered clock face
c. Students will turn in their written explanation
7. Classroom Management Procedures
Students will be monitored during their independent work time. The instructor will walk around
to each students desk to ensure that adequate progress is being made and that the students are
properly using the materials. Students will discuss their final thoughts on the relationship
between time and memory with the instructor to ensure that all written ideas are appropriate
and relevant to the assignment. Students will be informed of the remainder of the project
timeline to ensure that they are on track.
Day of the Lesson: Day 7
1. Lesson Objectives:
a. Students will be able to analyze their completed project
b. Students will be able to critique the work of their classmates
2. Introduction/Motivation:
a. Students will be informed of the critique that will take place
b. Students will be informed that they must speak at least twice during the critique

c. Students will be informed that only appropriate and constructive criticism can be used
during the class critique
3. Guided Practice
a. Students will be shown how to reassemble a clock, now using their altered clock face
4. Independent Practice
a. Students will reassemble their clock using their altered clock face
b. Students will hang their clock on the wall in a designated area
5. Closure
a. Students will participate in a class critique where they present their own altered clock
b. Students will use constructive criticism and positive comments when discussing their
classmates work
6. Formative Evaluation
a. Students must speak at a minimum of two times during the critique
b. The instructor will keep track of this using tally marks and a class roster
7. Classroom Management Procedures
Students will be monitored while reassembling their clock. Help will be given to any student
that is struggling with reassembling or hanging their clock for critique
X. Summative Assessment and Evaluation:
- Day 1: Exit Card
- Day 2: Exit Card
- Day 3: Completed Collage Technique
- Day 4: Preliminary Sketch
- Day 5: Written Draft
- Day 6: Completed Clock Face
- Day 7: Critique Participation
10

Exit Card - Day 1

Exit Card lists two

of the students
favorite aspects of
Salvador Dali\'s
work, including brief
reasoning

Exit card lists two of

the students
favorite aspects of
Salvador Dali\'s
work, but does not
include reasoning

Exit card lists only Student does not

one of the students turn in an exit card
favorite aspect of
Salvador Dali\'s
work, with or
without brief
reasoning

Exit Card - Day 2

Exit card has

definitions of both
time and memory,
with complete
sentences

Exit card has the

definitions of both
time and memory,
but does not use
complete sentences

Exit card has only

Student does not
one definition of
turn in exit card
either time or
memory, but may or
may not use
complete sentences

CATEGORY

Collage Technique Day 3

Student uses time

wisely and
completes one 3x3
inch square that
shows one collage
technique
discussed in class

Student does not

use time wisely and
does not fully
complete (at least
3/4 is complete)
one 3x3 inch
square that shows
one collage
technique
discussed in class

Student does use

time wisely and
does not fully
complete (less than
1/2) one 3x3 inch
square that shows
one collage
technique
discussed in class

Student does not

turn in one 3x3
inch square that
shows one collage
technique
discussed in class

Preliminary Sketch - Student has sketch Student has sketch Student has sketch Student does not
approved and
approved but does denied but does not have sketch
Day 4
makes
improvements
before beginning on
final draft

not make
improvements
before beginning on
final draft

make
improvements
before beginning on
final draft

Written Draft - Day 5 Student writes draft Student writes draft Student writes draft Student does not

Completed Clock
Face - Day 6

that uses critical

analysis and
thoughtful thinking
that defines their
idea of the
relationship
between time and
memory

that uses simple

ideas that defines
their idea of the
relationship
between time and
memory

that lightly defines

their idea of the
relationship
between time and
memory

write a draft

Student completes
altered clock face
that employs at
least 3 collage
techniques

Student completes
altered clock face
that uses at least 2
collage techniques

Student completed
altered clock faces
that uses fewer
than 2 collage
techniques

Student does not

complete altered
clock face

Critique/Participation Student participates Students

in the critique and
participates in the
- Day 7
speaks 2 or more
times

critique but speaks

only 2 times

Student participates Student does not

in the critique but
participate in the
speaks fewer than critique
2 times

Total Points

XI. Interdisciplinary Connections:

a. English
b. Science
XII. References & Resources:
a. https://youtu.be/iXT2E9Ccc8A?t=16s
b. http://dictionary.reference.com/browse/surrealism
c. http://www.dalipaintings.net/images/paintings/the-persistence-of-memory.jpg

d. http://www.dalipaintings.net/images/paintings/the-disintegration-of-the-persistence-ofmemory.jpg
e. http://www.dickblick.com/products/modern-art-deluxe-memory-game/
f. http://dictionary.reference.com/browse/time
g. http://dictionary.reference.com/browse/memory
h. http://www.smashingmagazine.com/2009/12/get-creative-with-collage-trends-and-inspiration/
i. https://www.pinterest.com/MarjaSchwedler/altered-clocks/
XIII. Art TEKS
- 117.303. Art, Level II
(c)(1)(A) Consider concepts and ideas from direct observation, original sources,
experiences, and imagination for original artwork;
(c)(1)(B) Identify and understand the elements of art, including line, shape, color,
texture, form, space, and value, as the fundamentals of art in personal artwork;
(c)(1)(C) Identify and understand the principles of design, including emphasis,
repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and
unity, in personal artwork; and
(c)(1)(D) Make judgments about the expressive properties such as content,
meaning, message, and metaphor of artwork using art vocabulary accurately.
(c)(2)(B) Communicate a variety of applications for design solutions;
(c)(2)(C) use an understanding of copyright and public domain to appropriate imagery
constituting the main focal point of original artwork when working from images
rather than direct observation or imagination;
(c)(2)(F) Demonstrate effective use of art media and tools in drawing, painting,
printmaking, sculpture, ceramics, fiber art, design, and digital art and media.
(c)(4)(B) evaluate and analyze artwork using a verbal or written method of critique such
as describing the artwork, analyzing the way it is organized, interpreting the
artist's intention, and evaluating the success of the artwork;
XIV. National Art Standards
- (MA:Cr1.1.II) Strategically utilize generative methods to formulate multiple ideas, refine
artistic goals, and increase the originality of approaches in media arts creation
processes.
- (MA:Cr2.1.II) Apply a personal aesthetic in designing, testing, and refining original artistic
ideas, prototypes, and production strategies for media arts productions,
considering artistic intentions, constraints of resources, and presentation context
- (MA:Pr5.1.II) c. Demonstrate the skillful adaptation and combination of tools, styles,
techniques, and interactivity to achieve specific expressive goals in the
production of a variety of media artworks.