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UNIT OVERVIEW
Title DADA Unit
Contextual Factors Iroquois Junior/Senior High School is a small school located in a
suburban part of Erie County. Throughout the school, the average number of students in a class is
20. There are three sections of Fundamentals of art during the school day. The first is offered
during second period, has 16 students, 8 of which are male and 8 are female. The second section
is offered during fifth period and has 24 students in the class, 12 of which are male and 12 are
female. The third section of fundamentals is offered during sixth period and has 10 students in
the class, 2 of which are male and 8 are female. The majority of students in these classes are
Caucasian. Aside from this, there are 8 African American students, three Hispanic, and one
Muslim American student enrolled in Fundamentals of Art. A few of the students in these classes
have IEPs. Some of the disabilities present in the classroom include EBD, SLD, and Selective
Mutism. Within the classroom there are six tables available for students to use as a work space.
Along with this, there is a table with basic supplies and a small table where the instructor can put
handouts or use as a demonstration space. The art room has two spray booths with ventilation
available for students to use for spray paint or any other medium with a strong scent or
potentially toxic fumes. There are two sinks that the students use to wash their hand, clean their
tools or get water for painting. The students also have access to a computer lab within the art
room, a dark room for photography, and a ceramics room equipped with a small electric kiln.
Goals and Standards
To compose an original collage using an adapted art by chance method.
9.1.12.B: Recognize, know, use and demonstrate a variety of appropriate arts elements and
principles to produce, review and revise original works in the arts.
Visual Arts: paint draw craft sculpt print design for environment, communication, multimedia
To examine common themes and styles present in art created in the Dada movement.
9.2.12.C: Relate works in the arts to varying styles and genre and to the periods in which they
were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern,
Contemporary, Futuristic, others).
To apply the various types of criticism in a discussion about Fernand Legers Ballet
Mechanique.
9.3.12.E: Examine and evaluate various types of critical analysis of works in the arts and
humanities.
Contextual criticism
Formal criticism
Intuitive criticism
To analyze how Marcel Duchamps Fountain might have been received by the public and
other artists when it was first presented in an exhibition.
9.4.12.B: Describe and analyze the effects that works in the arts have on groups, individuals and
the culture.

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Content
Duringthislesson,studentswillmovebackwardsthroughmodernarthistoryfromBauhausto
Dadaismandthehistoricaleventsthatwerehappeningintheworldwhichcausedthismovement
toerupt.Theywillexperienceartworksmadebyseveraldifferentprominentartistsfromthe
movement.SomeoftheseartistsincludeMarcelDuchamp,JeanHansArp,MaxErnst,Fernand
Leger,HugoBall,andTristanTzara.Studentswillusetheirknowledgeoftheconcepts
associatedwiththismovement,alongwiththeaestheticstylesusedbytheartiststocreatean
originalcollage.First,thestudentswillchoosetwowordsfromabag.Thesetwowordswillbe
thetitleoftheircollage.Studentswillhavetocomposetheirimageryaroundthistitle.Nextthe
studentswillparticipateinadrawingactivitythatwillforcethemtocreateloose,organicshapes.
Theseshapeswillbeusedasabackgroundshapeintheircomposition.Studentswillcreate
drawingsandgatherimagesfromtheinternet,newspapersandmagazinestocompletetheir
compositionintheDadastyle.
Vocabulary/Word Bank
Art by Chance: Art created without predetermined form or end goal. (ex: torn paper thrown up
in the air and left in the composition that it landed in or free flowing biomorphic shapes made by
closing your eyes and letting your eyes guide themselves)
Ready-mades: Term coined by Marcel Duchamp for found art.
Found Art: art created from undisguised, but often modified, objects or products that are not
normally considered art, often because they already have a non-art function.
Facial Prosthetics: The art and science of making and adjusting artificial parts of the human
body.
Collage: a piece of art made by sticking various different materials such as photographs and
pieces of paper or fabric onto a backing.
Formal Criticism: Discussion and evaluation of the elements and principles essential to works in
the arts and humanities.
Intuitive Criticism: The use of sequential examination through comparison, analysis,
interpretation, formation and testing of hypothesis and evaluation to form judgments.
Contextual Criticism: Discussion and evaluation with consideration of factors surrounding the
origin and heritage to works in the arts and humanities.
Elements of Design
Color: also called hue. Frequency of light waves detected by the eye.
Form/shape: a contained, defined area that creates a geometric or organic form.
Line: a linear mark made with a pen or brush-or- the edge that is created when two
shapes or forms meet.
Space- is an area that an artist provides for a particular purpose. Space includes the
background, foreground and middle ground, and refers to the distances or area(s) around,
between, and within things. There are two kinds of space: negative space and positive
space
Texture- The surface quality, or appearance of surface quality of a shape.
Value- Also called tone- the relative lightness of darkness of a color.
Principles of Design

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Balance- A state of equalized tension and equilibrium.

Contrast- the state of being strikingly different from something else, typically something
in juxtaposition or close association.
Emphasis/focal point- Created by contrasting size, position, color, style or shape. Focal
point should dominate the design without sacrificing unity.
Movement/rhythm: The path that the viewers eye takes through artwork, often to a
focal point.
Proportion/scale: Using relative size of elements against each other to attract attention to
a focal point.
Repetition: (pattern) repeating visual elements that unify and create rhythm in a
composition. Created with exact duplication, near duplication, or duplication with
variety.
Unity/harmony: When all elements of a design are in agreement. All are contributing
equally to the composition.

Materials/Resources/Technology
Marcel Duchamp:
Fountain
L.H.O.O.Q.
Marcel Janco
Mask
Man Ray
Le Violon DIngres
Jean Hans Arp:
Chance Collage
Constructed Paintings
Tristan Tzara:
Chance Poems
Summative Assessment Plan See Rubric
Informal Assessment How will you know if this lesson is successful?

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SCOPE OF THE INSTRUCTIONAL PLAN
Lesson Title Introduction to DADA.
Day 1 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1:
Students will list a few
of the concepts behind
the Dada movement.

Bell Ringer: Do you

believe that art should
be playful or serious?
Why?

Students will view a

short informational
video about the
movement and view
major works of art that
came from this time
period.

Repeat and modify

instructions as needed.

Objective 2:
Students will analyze
Fernand Legers Ballet
Mechanique.

Students will make a

collaborative list of the
concepts listed in the
introductory video.

Students will view

Fernand Legers Ballet
Mechanique and talk
about the different
feelings that the video
provoked. (Whimsy,
confusion, playfulness,
etc)

Instructor will ask

prompting questions to
guide students to
different conclusions.

Students will
participate in an Art by
Chance activity to
arrive at the title of
their collage.

Students will begin

sketching compositions
to go along with their
title.

Instructor will provide

assistance to students
who cannot think of
imagery to go with
their title.

9.2.12.C: Relate
works in the arts to
varying styles and
genre and to the
periods in which they
were created (e.g.,
Bronze Age, Ming
Dynasty,
Renaissance,
Classical, Modern,
Post-Modern,
Contemporary,
Futuristic, others).
Objective 3:
Students will
assemble a collage of
images to suit the
title of the title they
received during the
art by chance activity.
9.1.12.B: Recognize,
know, use and

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demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set Students will view a short video about Dadaism.
Procedures

Students will complete Bell Ringer.

o Have students share their answers
Students will complete anticipatory set.
o Ask students to write down information they hear during the video.
o Make a collaborative list on the board with the concepts they listed
Allow Ballet Mechanique to play.
o Have students observe
o Talk about the emotions it causes
o Lecture about DADA while the video is playing.
Students will view various artists and artworks from the Dada movement.
o Marcel Janco
Mask
Facial prosthetics
Student will view Fountain by Marcel Duchamp
o Introduce the concept of Readymades or Found art.
View the Mona Lisa with a Moustache
o Intended to offend
o Goes against the traditions of art
View Man Rays Le Violon DIngres
o Collage
o Multimedia
o Redefines the female figure
o Goes against the traditional use of the female body in art
Students will learn about Jean Hans Arp and his emphasis on the idea of chance.
o Chance Collage

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Frustrated with a drawing, tore it up, made art out of the way the
pieces landed
o Constructed Paintings
Sub-conscience drawings
Closed eyes, his hand guide the pencil
o Tristan Tzara
Chance poems
Spilled words out of a bag to create a poem
Art by chance activity
o Students will choose two words from a bag and write them down
o Students will participate in a drawing activity
Attach a pencil to a dowel rod or long stick
Place construction paper/ newspaper on the floor
Students will be asked to attempt to draw the contour of each of
their words
Ex: If the word GARGOYLE is drawn from the bag, the
student will have to attempt to draw a gargoyle with a stick.
o Students will keep each shape for their collage
Students will sketch imagery associated with the words they obtained during the
art by chance activity.
Students will look through newspapers and magazines to find the letters that spell
out their words.

Closure What is art by chance?

Clean-up All elements or potential elements for students collages should be in their
folders. Scraps should be thrown away. All art supplies should be returned to their
rightful place
Independent Practice Bring in imagery from the internet or magazines from home.
Safety Considerations N/A

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SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title Art by Chance
Day 2 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1:
Students will discuss
Marcel Duchamps
Fountain and
describe the reaction
they think people and
other artists had to this
sculpture.

Bell Ringer: Define

Found Art.

Students will
participate in a
discussion led by the
instructor about how
Marcel Duchamps
fountain was received
by the public

Repeat and modify

instructions as needed.

Students will use the

title they selected in an
Art by Chance activity
to inspire the imagery
in their collage.

Students will
participate in a drawing
activity to make 2 or 3
biomorphic shapes for
the background of their
collage.

Instructor will provide

assistance to students
who cannot think of
imagery to go with
their title.

9.4.12.B: Describe
and analyze the
effects that works in
the arts have on
groups, individuals
and the culture.
Objective 2:

Students will
assemble a collage of
images to suit the
title they received
during the art by
chance activity.
9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for

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environment,
communication,
multi-media
Lesson Body
Anticipatory Set
https://www.youtube.com/watch?v=MFsIE6WhVrU
Procedures

Students will complete Bell Ringer.

o Define Found Art
o Share definitions
Students will complete anticipatory set.
o Students will watch a short video segment. Dada scholars discuss
Duchamps Fountain.
o Students will discuss the reactions they have to the art
o Discuss how they think people reacted at the time
o How does it fit into the principles associated with DADA?
Meant to shock and offend
Goes against the traditional principles of art
Students will continue to work on their collages
Class will have 10-15 minutes in the computer lab
o Only black and white line drawings
Students will glue their shapes from the drawing activity onto a larger canvas onto
a larger canvas.
Students will start creating sketches of imagery they would like to add to their
composition
o Sketches should be made out of line
Students will look through magazines, newspapers, and online to find images to
attach to their collage
Closure What did the Dadaists set out to do with their art? What was different about
the art created during this movement than art created at other points in history?
Clean-up All elements or potential elements for students collages should be in their
folders. Scraps should be thrown away. All art supplies should be returned to their
rightful place
Independent Practice Bring in imagery from the internet or magazines from home.
Safety Considerations N/A

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SCOPE OF THE INSTRUCTIONAL PLAN

Lesson Title DADA Collage
Day 3 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1:
Students will analyze
Fernand Legers Ballet
Mechanique using all
three types of criticism.

Bell Ringer: Use all

three types of criticism
to analyze this video
art.
Play Fernend Legers
Ballet Mechanique.

Students will
participate in a class
discussion/ critique of
Fernand Legers Ballet
Mechanique.

Repeat and modify

instructions as needed.

Students will use the

title they selected in an
Art by Chance activity
to inspire the imagery
in their collage.

Students will make

drawing and collect
imagery from the
internet and from
newspapers or
magazines to use in
their collage

Instructor will provide

assistance to students
who cannot think of
imagery to go with
their title.

9.3.12.E: Examine
and evaluate various
types of critical
analysis of works in
the arts and
humanities.
Contextual criticism
Formal criticism
Intuitive criticism
Objective 2:
Students will
assemble a collage of
images to suit the
title of the title they
received during the
art by chance activity.
9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt

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print design for
environment,
communication,
multi-media
Lesson Body
Anticipatory Set
Play Fernand Legers Ballet Mechanique.
Procedures

Students will complete Bell Ringer/ Anticipatory Set

o Bell Ringer: Use all three types of criticism to analyze this video art.
o Play Fernend Legers Ballet Mechanique.
Students will participate in a discussion about their responses
Does it fit in with the themes associated with DADA?
o Childlike?
o Does it go against the traditional ideas of art?
o Does it shock?
o Does it offend?
Students will continue to work on their collages
o Work from back to front
Complete background first
Then middle ground
Then foreground
Students should use the shaped from their drawing activity in the background
Students should use a varity of images in their compositions
o Found text
o Drawings
o Pictures
o Newspaper
o Fabric
o Cardboard
o Line drawings
o Etc.

Closure
Name some principles associated with Dada

Revolt against the War

Childlike

Against the conventional idea of art

Shock

Offend

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Clean-up All elements or potential elements for students collages should be in their
folders. Scraps should be thrown away. All art supplies should be returned to their
rightful place
Independent Practice Bring in images you wish to incorporate into your collage.
Safety Considerations N/A
SCOPE OF THE INSTRUCTIONAL PLAN
Lesson Title DADA Collage
Day 4-5 of 5
Objectives/Assessments/Adaptations
Objective

Pre- Assessment

Formative Assessment

Adaptations

Objective 1:
Students will
assemble a collage of
images to suit the
title of the title they
received during the
art by chance activity.

Students will use the

title they selected in an
Art by Chance activity
to inspire the imagery
in their collage.

Students will make

drawing and collect
imagery from the
internet and from
newspapers or
magazines to use in
their collage

Instructor will provide

assistance to students
who cannot think of
imagery to go with
their title.

Bell Ringer: What

themes and aesthetic
choices did you
incorporate in your
collage that relate to
Dadaism?

Students will
participate in a class
critique of their
artwork.

Instructor will be
present to ensure that
criticism is constructive
and to ask guiding
questions.

9.1.12.B: Recognize,
know, use and
demonstrate a variety
of appropriate arts
elements and
principles to produce,
review and revise
original works in the
arts.
Visual Arts: paint
draw craft sculpt
print design for
environment,
communication,
multi-media
Objective 2:
Students will relate
their collages to
artworks and
aesthetic themes
present in Dadaism.

Sorce 12

9.2.12.C: Relate
works in the arts to
varying styles and
genre and to the
periods in which they
were created (e.g.,
Bronze Age, Ming
Dynasty,
Renaissance,
Classical, Modern,
Post-Modern,
Contemporary,
Futuristic, others).
Lesson Body
Anticipatory Set
View Hugo Balls sound poem.
Procedures
On the final work day:

Students will complete Bell Ringer/ Anticipatory Set

o Bell Ringer: Use all three types of criticism to analyze this video art.
o Play Hugo Balls Karawane
Students will participate in a discussion about their responses
Does it fit in with the themes associated with DADA?
o Childlike?
o Does it go against the traditional ideas of art?
o Does it shock?
o Does it offend?
Students will continue to work on their collages
o Work from back to front
Complete background first
Then middle ground
Then foreground
Students should use the shaped from their drawing activity in the background
Students should use a varity of images in their compositions
o Found text
o Drawings
o Pictures
o Newspaper
o Fabric
o Cardboard
o Line drawings

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o

Etc.

On critique day:
Roccos Modern life

HOW TO CRITIQUE ART

https://www.youtube.com/watch?v=Hgf23wqCipw

Review the three types of criticism

o Contextual, intuitive, formal.
Have students present their work
o Does the imagery suit the title?
o Why/ Why not?
o How many different elements did they use?
Newspaper, drawing, images from the internet, pastel, paint,
sharpie, etc.
Closure Class critique is closure for the entire unit
Clean-up All elements or potential elements for students collages should be in their
folders. Scraps should be thrown away. All art supplies should be returned to their
rightful place.
Finished assignments should be place in the turn in box.
Independent Practice N/A
Safety Considerations N/A

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APPENDIX
Rubric

Participation

Unacceptable
0
Student did
not participate
in class
discussions

Biomorphic
Drawing
Activity

Student did
not turn in
any drawings

Craft

Student did
not submit a
finished
project

Incorporation of
title.

Student did
not submit a
finished
project.

Developing
Student showed
minimal
interest/participation
in class discussion
and/or bell ringer
activities.

Acceptable

Student
participated in
class discussion
but did not give
thoughtful
responses.
Student
completed bell
ringer activities
but did not give
thoughtful
responses.
Student completed 1 Student turned in
biomorphic drawing. 2 different
biomorphic
drawings but did
not incorporate it
into their collage.
Project was
Student
complete but student Submitted a
demonstrated very
finished project
poor craft. Elements with decent craft.
are not securely
There are a few
glued and there is no areas that are not
method to the
glued securely
application of
materials
Students project
Students project
was complete but
is complete and
did not suit the title
contains some
they drew out of the imagery that
bag during the art by pertains to the
chance activity.
title the acquired
during the art by
chance activity.

Target
100
Student
participated in
class discussion
and gave
thoughtful
responses to
instructors
questions and to
bell ringer
activities.
Student completed
the biomorphic
drawing activity
and integrated it
into their collage.
Students submitted
a finished project
with exemplary
craft. All elements
are securely
attached and
placed
intentionally
Student submitted
a finished project
with imagery
appropriate to their
title that was
arranged in an
original and
thoughtful way.

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Supplemental Instructional Tools Test, quizzes, worksheets, etc.
Self-reflection