Team+5+-+Lisa+and+Lee

Lisa Marin - Visual Art, Jonesport-Beals High School & Lee Rose - English Language Arts, Jonesport-Beals High School


 * __Title: Real, Surreal, and Super-real﻿__**

Real, surreal, and super-real is a unit of study which involves comparing approaches to Literature and Visual Art, and technology to challenge students to think about the ways in which Point of View, Perspective and Perception can affect how artists and writers communicate and interact with their audiences. Beginning in the period between the First and Second World Wars, and continuing with the cold war through to the present day, the newly evolving cultural theme of existentialism gave rise to expanded views of reality which challenged individual thinking. Students will explore the relationship and comparison of reality and fantasy by focusing on the following essential questions:
 * Overview-**


 * How does Literature and Art shape and reflect society?
 * What is conflict? Can progress be made without it?
 * What is the difference between reality and truth?


 * Curriculum Standards-**

__Visual Art Maine Learning Results__: A1(Artist's Purpose) Students will research and explain how art and artists reflect and influence culture and periods of time. B3(Creation, Performance, and Expression-Visual Arts) Students will demonstrate and communicate: a. sophisticated use of media, tools, techniques, and processes, b. knowledge of visual art concepts, c. a variety of ideas, feelings, and meanings. D1(Aesthetics and Criticism) Students describe, analyze, interpret, and evaluate art: a. by applying grade span appropriate concepts, vocabulary, skills and processes, b. by using evidence from observations and a variety of print and/or non-print sources, c. demonstrate an understanding of the difference between personal opinion and informed judgement, d. research and explain how art and artists reflect and shape their time and culture. E1(The Arts and History) Students will analyze the characteristics and purposes of products of the visual arts to understand history. E2(The Arts and Other Disciplines) Students will analyze skills and concepts that are similar across disciplines. E5(Interpersonal Skills) Students will demonstrate positive interpersonal skills and reflect on the impact of interpersonal skills on personal success in the arts.

__English Language Arts Maine Learning Results__: A2 Literary Texts Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. a. Analyze the characters’ external and internal conflicts. b. Analyze the difference between first-person and third-person narration and the effect of point of view on a reader’s interpretation of a text. c. Determine the effects of common literary devices on the style and tone of a text. d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. e. Identify, compare, and analyze recurring themes across works. f. Analyze how meaning is conveyed in poetry through diction, figurative language, repetition, and rhyme. g. Compare types of poetry. h. Evaluate the effective use of a genre of literature related to its intended purpose and audience.

A Sophomore English Class, and an Art Class composed of Art 1 & Art 3 students.
 * Who-**

January/February, 2011.
 * When-**

Three weeks
 * Duration-**


 * Supplies:**
 * Surrealist visuals
 * Lap top computers
 * Collage materials
 * Line drawing examples
 * 11x14 white paper
 * Pencils
 * Markers
 * Scissors
 * Glue sticks
 * Cray Pas/watercolor paints


 * Instructional Support Materials:**
 * Laptop computer with projector hookup
 * Projector and screen
 * PowerPoint presentations/visuals
 * Handouts: surrealism introduction, vocabulary list, worksheet, unit essential questions
 * Demonstration samples
 * Rubrics
 * Software such as Acorn or Photoshop, Keynote or Powerpoint, iMovie, Quicktime, iPhoto.
 * Digital Video Camera

Discussion of Surrealism, it's definition & key vocabulary, background history as an artistic movement (post WWI), artists who were central to this movement. Also Surrealism's connection to, and influence on later artistic genres in writing, film, visual art as well as television, and other forms of popular culture.
 * Introduction to Class:**

1. VTS pre-writing sample which addresses thinking and writing both in ELA as well as Art. 2. A unit survey covering level of familiarity with the unit's themes and vocabulary. Here is the link to the survey: "https://spreadsheets.google.com/embeddedform?formkey=dG5ncUxVTU9Kblp2LXhvRUZadjFFb0E6MQ"
 * Pre-assessment-**


 * Lessons: **

Introductory Lessons use Visual Thinking Strategies. VTS is a discussion based method that uses art to teach thinking and language skills. It engages all the students and it allows them to disagree about opinions without arguing. It helps students write; art makes for good prompts and discussions help students develop their language skills. *Please note that the VTS images we used were acquired as part of a subscription service from the VTS web.org. Teachers can also use artwork of their own choice while utilizing VTS techniques.

Lesson 1: Collect Pre-writing samples from each student who will be participating in the project. Print and distribute a paper form displaying:

Picasso, Family of Saltimbanques 1905, 212.8 x 229.6cm

This same piece will be used for post-lesson assessment through a comparision of the two writing samples.

Ask the same three VTS questions that will be repeated for each of the pairs of paintings/photographs/sculptures: "What's going on in this picture?" "What do you see that makes you say that?" "What more can you find?"

In motivating discussion, the instructor should point out details to which the students refer, rephrase student descriptions for clarity, and try to remain totally neutral in both voice and non-verbal communication. No leading questions, no opinions.

Lesson 2: Show and discuss two images: Carmen Lomas Garza Tamalada (Making Tamales), 1987 Gouache, 20 x 27 in Collection of Don Ramon’s Restaurant, San Francisco

Kitagawa Utamaro, The Kitchen, ca 1795 Color woodblock print, 14 1/4 x 9 3/4 in Minneapolis Institute of Arts]

Lesson 3: Show and discuss two images:

Persian, unknown (Bihzad) Building of the Fort of Khwarnag, 1494 Manuscript, 24.1 x 17.2 cm The British Museum, London

Wohaw (Native American) Kiowa Portraits, 1877 Pencil and crayon on paper, 8 3/4 x 11 1/4 in Missouri Historical Society, St. Louis

Lesson 4: Show and discuss two images:

Zinaida Serebryakova, The House of Cards, ca 1919 Oil on canvas, 75 x 65 cm The Russian Museum, St. Petersburg, Russia



Walter Rosenblum, Three Children on Swings. Pitt Street, 1938 Gelatin silver print, 7 1/2 x 9 1/2 in Collection of Naomi and Walter Rosenblum

Lesson 5: Show and discuss two images (These differ from the earlier ones in that they are decidedly abstract):



Marisol, Mi Mama Y Yo, 1968 Steel and aluminum, 73 in Collection of the Artist

Frida Kahlo, Self Portrait with Doctor Farill, 1951 Oil on Masonite, 41.5 x 50 cm Private Collection

Lesson 6: Led by Lisa Real, Surreal, Super Real Introduction: Discussion of Surrealism, it's definition & key vocabulary, background history as an artistic movement (post WWI), artists who were central to this movement. Also Surrealism's connection to, and influence on later artistic genres in writing, film, visual art as well as television, and other forms of popular culture. Distribute handouts on art of Surrealism, vocabulary and their definitions. Show visual images describing the vocabulary. Show short video about Surrealism. http://www1.teachertube.com/viewVideo.php?title=Getting_Surreal_with_Dali&video_id=153421&vpkey= 


 * [[image:Juxtaposition.png width="233" height="170" align="left" caption="Juxtaposition"]] || [[image:metamorphosis_werewolf.jpg width="211" height="170" caption="Metamophasis"]] || [[image:Screen_shot_2011-01-28_at_10.51.38_PM.png width="196" height="219" caption="Scale"]] ||
 * [[image:Dislocation.jpg width="143" height="222" align="left" caption="Dislocation"]] || [[image:Levitation.jpg width="146" height="217" caption="Levitation"]] || [[image:Reverse_of_natural_law.png width="266" height="224" caption="Reverse of natural law"]] ||

Lesson 7: Led by Lee Distribute handout on Characteristics of Poetry. Discuss Characteristics of Poetry and introduce the Literary Terms: Figurative Language, Figures of Speech: metaphors, similes, personification, Imagery: visual images, sensory language. Sound devices: Rhythm, Meter, Rhyme, Alliteration, Assonance, Consonance, Onomatopoeia Introduce the literary/artistic movement of Dadaism that arose during the same period as surrealism. Introduce the literary figure Tristan Tzara, who led the movement.

Distribute Sara Teasdale’s “There Will Come Soft Rains” (from her collection Flame and Shadow, published in 1920)

// There will come soft rains and the smell of the ground, // // And swallows circling with their shimmering sound; // // And frogs in the pools singing at night, // // And wild plum-trees in tremulous white; // // Robins will wear their feathery fire // // Whistling their whims on a low fence-wire; // // And not one will know of the war, not one // // Will care at last when it is done. // // Not one would mind, neither bird nor tree // // If mankind perished utterly; // // And Spring herself, when she woke at dawn, // // Would scarcely know that we were gone. //

Ask students to identify examples of the elements of poetry in the poem. Introduce Tristan Tzara, the “Father of Dadaism”

Ask “What do you think about an art movement that is called “Dada?”

Now distribute Tzara’s Poem, “To Make a Dadaist Poem” Written in the same year as Teasdale’s, 1920.

// Take a newspaper. // // Take some scissors. // // Choose from this paper an article of the length you want to make your poem. // // Cut out the article. // // Next carefully cut out each of the words that makes up this article and put them all in a bag. // // Shake gently. // // Next take out each cutting one after the other. // // Copy conscientiously in the order in which they left the bag. // // The poem will resemble you. // // And there you are—an infinitely original author of charming sensibility, even though unappreciated by the vulgar herd. //

Now, tell them to actually do it with the Teasdale Poem. As they work, discuss the movement and the period, the connections between literature and art, and the historical significance of the period. Students follow Tzara's advice and use traditional methods (scissors, glue-sticks) to create a "collage” of their new poem. They might look like Western Union Telegrams or “Ransom Notes.”



Have them read their poems aloud.

Discuss what elements of poetry “survive” the deconstruction. Notably, the imagery inherent in words will prevail, but many elements will be transformed in different ways (new alliteration or other sound devices). Discuss this.

Use Wordle to create Word Clouds of the poem:



Now, what survives the transformation in this context? Does context communicate meaning?

Lesson 8: Led by Lisa Scholastic Art Magazine: Salvador Dali: Working with Space. Women Surrealists: Working with Fantasy

Lesson 9: Led by Lisa Introduce television series Twilight Zone and connections between this genre of popular television entertainment and art of Surrealism YouTube Videos for The Twilight Zone: The Mask, parts I-IV Students asked to quickly write down impressions, words, visual imagery that come to mind from watching The Mask (automatic writing) From now on students are to come to class with a "new word", from dreams, everyday events, etc., that will be saved as a list and referenced to when they begin planning their visual art product.

Lesson 10: Led by Lee Introduce Short Stories, using C. J. Cherryh’s “The Threads of Time” Discuss “What If?", Dream Realities, Visualization (i.e. a Time Line for understanding concepts), "Form Follows Function," the relationship of word order to meaning, then sentence order and paragraph order... Discuss: Theme: Direct and Indirect (Time Travel : Nuclear technology)  Discuss: Speculative Fiction, Science Fiction and Fantasy genres. Literary and Historical Background: H. G. Wells, Jules Verne, Robert Heinlein, Isaac Asimov, Arthur C. Clarke, Industrial Revolution, World Wars, Existentialism, The Atomic Age

Lesson 11: Led by Lisa Vocabulary Collage: Students create visuals from magazine cutouts, newspapers, etc., for each of the Surrealism vocabulary words: Juxtapose, Metamorphosis, Scale changes, Dislocation of objects, Levitation, Reverse of natural law.

Lesson 12: Led by Lee and Lisa 1. Discussion of Ray Bradbury’s “There Will Come Soft Rains," a short story included in Bradbury's famous Science Fiction collection, //The Martian Chronicles//. The complete text and an extremely literal CGI (computer generated images) video representation is available at: http://www.gladdemusic.com/raybradbury-there%20will%20come%20soft%20rains.htm A study guide is available at Sparknotes: http://www.sparknotes.com/lit/martianchronicles/section7.rhtml 2. Create template for students' own visual project based on an episode or idea from Bradbury story. Directions as follows:

**Surrealist Art – Literature Project**

 * ===== **Choose a specific paragraph from the Bradbury story that “stuck with you” (you like the images and feelings in this section) Is it an interior or exterior space?** =====
 * ===== **Do a quick write – Describe the images/the space (interior/exterior-landscape), how do the elements in the space relate to each other. What are the feelings or the mood(s) created in the scene?** =====
 * ===== **Do a quick thumbnail sketch –** =====

**(don't worry how perfect the drawing is, its just a thumbnail)**
Lessons 13 and 14: Led by Lisa Directions as follows:

**Name/period: **

__**Surrealist Art Project**__

**Surrealism** was an artistic and literary movement that developed in the 20th century. The surrealist movement grew out of **Dadaism**, a nonsensical type of art that challenged the organization of the art world. Surrealism began in the 1920’s between WWI and WWII and still flourishes today. At some point in their lives many surrealists moved from Europe to America and they influenced much of American Modern art.

The surrealists celebrated the realm of dreams and the unconscious mind. They were heavily influenced by the work of a psychologist named **Sigmund** **Freud.** Freud believed that dreams represent our deepest desires. By studying our dreams we can learn more about the unconscious mind.

In their effort to understand the unconscious the surrealists, Salvador Dali, Rene Magritte, Giorgio de Chirico, and Max Ernst to name a few, created imagery that joined the dream and fantasy world with the everyday, rational, world. They frequently used **realistic representation**, but placed objects in __unusual settings__. They also **metamorphosized** objects with one another by combining them in unusual or unexpected ways.

=__Project Description & Requirements:__=


 * For this project you will be creating a surrealistic work of art based on imagery, textual elements, or a theme used in Ray Bradbury's short story "There Will Come Soft Rains" or the Sara Teasdale poem by the same name. You will be using a **multimedia** approach to create an **original, dreamlike, composition**. The project may be a **hard-copy**, **digital** , or **iMovie.** Along with collaged elements you may also use text. To create a sense of **space** b ase your image on either an **interior** or **exterior** of a house. Exterior could include landscape.


 * All collaged or digitized images should connect, in some way, to lend an overall feeling of **unity (the images appear to relate to one other)**. Think about how you are incorporating the **principle of art,** **unity,** to create your composition. How could **unity** be further demonstrated through the use of an additional **principle: balance, movement, rhythm, contrast,** to compose the finished product? Along with **unity,** choose and additional **principle** to focus on.

> > > > > >
 * Think about how you are using the element of art, **space,** to create your composition. How could **space** be used along with one additional **element:** **line, shape, color, value, or texture,** to compose the finished product? Along with **space,** c hoose an additional **element** to focus on.
 * What does your composition say about the unconscious mind? How does it use everyday objects in unusual ways? How does it represent fantasy or a dreamlike state?
 * You will also be graded on your demonstration of a high quality, and neatly executed art work.

Students create, using traditional and digital media, visual arts projects based on imagery, textual elements, or a theme used in Ray Bradbury's short story or Sara Teasdale's poem.









media type="file" key="SoftMovie - Computer.m4v" width="660" height="660" (a brief description of how an otherwise unmotivated student was enticed to participate through the creative use of technology): One student declined to "give his all" to the collage project, even though I regularly observed him making drawings on his own. I approached this student to see if he'd simply create one on the subject of the Bradbury piece. He provided a simple pencil drawing. In discussing the piece, I brought up the idea of "performance art" using references to the Tristan Tzara Dadaist poetry. The discussion led to our plan to create a piece of performance art by burning his work and recording the event using a digital camera. Here is the "raw footage:" media type="file" key="Soft_Rains_Raw - Computer.m4v" width="243" height="243" Upon reviewing the result, we discussed one of the major themes of the short story: The absence of humans. We arrived at the conclusion that the hand setting the piece afire violated that theme. As a live performance, this was of course necessary, but we discussed that by using technology we could adapt the reality (Surreal? Super-Real?) to better represent the theme of the work. We used Apple's Quicktime software to edit out the human presence. The net result, and more importantly the process of arriving at this result, ended up engaging this and other students in ways that would not otherwise have been possible. Don't forget, too, that //matches// and //fire// are as well forms of technology.
 * Technology as a Pedagogical Tool**

//**Closure:**//

//**Post-assessment:**// VTS writing samples:

To authentically assess student achievement in English, we gathered Pre- and Post- Unit Writing samples as per VTS protocols. Here are two representative samples each of students who were otherwise Low, Middle, and High Achieving. Generally, the post-unit samples showed that students did indeed tend to describe more detail of the art, assign deeper meaning to imagery, and find more relationship between the component elements, including those both artistic (i.e. compositional) and literary (i.e. character by creating “families,” and plot by creating storylines and settings). Even if the post-writing samples were shorter, they generally showed these deeper levels of engagement with the material.




 * LOW ACHIEVING**

Pre: 1. Santa a jester, a flowergirl, a slave, a random woman and a little boy is in the middle of a desert. 2. Well because the painting looks just like all of those people in a desert. 3. The little girl has a basket and theres a pot by the woman in the corner that looks like a creeper.
 * Student 1:**

Post: -Theres different cultural groups. -cause theres a farmer, ballerina (sp?), Joker, a fat Santa Joker, and a slave. Oh and a little boy that’s wearing blue and red. They are stuck in the desert. Santa is about to eat the skinny joker, and he as a body bag, and then they’re going to bury the body bag and the ballerina brought flowers. This is what you call a rated “R” Scene.

Pre: In this picture I see someone in a desert hallucinating. I say this because, in a desert people ain’t going to be dressed like that, so the objects must be fake. Also, you wouldn’t be seeing a joker in a desert.
 * Student 2:**

Post: There is a group of weird people that notice a nice high fashion woman. They look weirdly dressed, she is well dressed. They are standing away from her looking at her. I see a half naked lad holding a bag of beer. I see a vase that looks imaginary because it is see through.


 * MIDDLE ACHIEVING:**

Pre: This picture is showing a road maby a road that represents life. On this road theres different people small, tall, fat, thin, old and young. On their journey the people wandering the road stop and consult with each other. Trying to find their way home, friendly conversations, asking directions when needed. But they try to find their own way. Off to the side people sit taking a slight break watching as others sonder by.
 * Student 1:**

Post: It looks like the people to the left are having a conversation. There is three kids with two adults. The two adults are the ones talking. One of the adults is fat and has it looks like a sac that could have clothing in it. Three of the people to the left are looking sadly at the woman to the right. She’s sitting all by her lonesum. She looks like she’s upper class wealthy by her clothing. The others clothing looks like their middle class or poor.

Pre: In this picture, it looks like someone is lugging a big container, and a bag. I see a guy with a jug on his back, and another guy with a bag. You also see 4 other people just standing around.
 * Student 2:**

Post: A guy is carrying a barrel. He has an object behind his head that looks like a barrel. The guy with the patterned clothing has a daughter, and he is holding her hand. They are in a desert because it looks hot and dry. The guy is hot because be is only wearing underwear. The girl that has flowers because she is holding them.


 * HIGH ACHIEVING:**

Pre: I see, what my eyes believe to be, Marriage. A beautiful maiden dressed I white, a neighboring man upon the site, dressed ina suit. A flower girl, a bewildered boy, and another dressed wth merely briefs. The man is red, by sure the pastor, who will surely unite 2 lovers. I see beyond the sand and the ridiculous wears: a man of poverty and a women of heirs.
 * Student 1:**

Post: I see a man. Grand and Jolly is he. He dresses in a red suit and carries a bag. A sort of knapsack full of excitement. The joy he will bring, Oh Joy! I do indeed love Christmas! I see a woman: worn and weary. She’s clearly not meant to be here. Here in the open-ended filed of dust, she sits and wiats for her wagon to arrive, but she is from a faraway land: a kind of fairytale. She has two children; A son and daughter, dressed in royal wears. Beside the “Santa Man” is a slave. A slave that is brought along as some sort of work mule. Gentle is he.

Let us not forget the puzzle man. Dressed in shapes and patterns of old mother goose. He watches the heirs and protects them from the willow rats. Sotred in these here old pots. Nasty ole’ thing, If I ever saw one.

Pre: The picture is full of absolute randomness. People appear to be located in a desert. Only half of these people look like they belong in the setting. The ballerina and the circus people look lost and confused. The naked boy, the clothed boy and the woman look as if they are waiting for something or watching some sort of humorless act take place. It is possible the circus people are a representation of humor, which would counteract the anticlimax and melancholyness of the other three people. The melancholy people might have been put in to counteract the humor that is circus people lost in a place unfamiliar to them. There also might be some sort of theme to this which would be purposeful randomness. It is harder to find hidden meanings in silly pieces of work because the art is just usually meant to be taken at face value.
 * Student 2:**

Post: The picture represents dysfunctionalness because nothing in this picture fits together. Everything is random and chaotic. The woman in the corner is upset because she has to use the bathroom but everyone is watching her. The small girl is a ballernia. All people are of a traveling circus. The village where these people are is barren and destroyed. They live in a desert, and don’t know what else to do w/ their time. This is because they are looking in different directions which represents indecisiveness.

Retake unit survey

Rubrics for Art and Language Arts for authentic assessment of the collages themselves. The Art instructor used the Art Rubric to assess the collages for the students enrolled in Art, but for consistency and transference for English students, we used the same Writing Rubric as all other writing assignments, simply transferring concepts appropriately (Focus=Theme/Maine Idea, Content=Specific Imagery, Organization=Composition, Style=Unity of Color and Form, Conventions=Mechanics of construction) :

**Making a Collage: Surrealist Art Project** **Student Name: Date:**

**evaluation** || **teacher** **evaluation** || -Unity || Graphics are arranged very well. Unity, a principle of art, is clearly present. One additional principle, either pattern, rhythm, rmovement, contrast, or balance is clearly present. || Graphics are arranged well. Unity is mostly present. One additional principle is mostly present. || Graphics are somewhat arranged. Unity is somewhat present. One additional principle is barely present. || Graphics are not arranged at all. Unity is not present. One additional principle is not present. ||  ||   || -Space || Student clearly demonstrated the use of Space, an element of art. One additional element, either line, color, value, texture, or shape is clearly present. || Student mostly demonstrated the use of space, and one additional element of art is mostly present. || Student somewhat demonstrated the use of space, and an additional element of art is barely present. || Student did not demonstrate the use of one element of art. ||  ||   ||
 * <span style="display: block; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">**Category** || <span style="display: block; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">**4** || <span style="display: block; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">**3** || <span style="display: block; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">**2** || <span style="display: block; font: normal normal normal 12px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">**1** || <span style="display: block; font: normal normal normal 9px/normal Helvetica; letter-spacing: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">**student**
 * Quality of Construction || The collage shows considerable attention to construction. The items are neatly trimmed, carefully attached. There are no stray marks, smudges or glue. Nothing is hanging over the edge || The collage shows some attention to construction. Some items are neatly trimmed, carefully attached. A few barely noticeable stray marks or smudges are present. Nothing is hanging over the edge. || The collage shows little attention to construction Few items are neatly trimmed, carefully attached. A few noticeable stray marks or smudges are present. Some items may be hanging over the edge. || The collage was put together sloppily, items appear to be “slapped on”. Pieces may be loose or hanging over the edge. Smudges and stray marks are evident ||  ||   ||
 * Composition and principles of art
 * Design and the elements of art
 * Attention to Theme || Student demonstrated a thorough understanding of how every item in the collage is related to the theme. For most items the relationship is clear without explanation || Student mostly demonstrated an understanding of how items in the collage related to the theme. For some items, the relationship is clear without explanation. || Student demonstrated a fair understanding of how items are related to the theme. A few items are clear without explanation || Student does not show any understanding of how items are related to the theme. ||  ||   ||
 * Reflection, written and oral discussion || Accurately describes several dominant principles and elements used by the artist to reinforce the theme. Accurately answers the questions posed for the project || Accurately describes some dominant principles and elements used by the artist to reinforce the theme. Accurately answers some of the questions posed for the project. || Describes some dominant principles and elements used by the artist. Student has difficulty describing how these relate to the theme. Answers a few questions posed for the project || Student has trouble picking out the dominant elements and has difficulty describing how these relate to the theme. Cannot answer any questions posed for the project. ||  ||   ||
 * ||  ||   ||   ||   || total: || total: ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">Pennsylvania Writing Assessment Holistic Scoring Guide
 * || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">6 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">5 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">4 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">3 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">2 || <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">1 ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Focus || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">sharp, distinct focus || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">clear focus || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">adequate focus || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Vague focus || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">confused focus || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">absence of focus ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Content || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Substantive, specific and/ or illustrative content; sophisticated ideas that are particularly well developed || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">specific and illustrative content || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">sufficient content || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">content limited to a listing, repetition or mere sequence of ideas || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">superficial content || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">absence of relevant content ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Organization || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">obviously controlled and/ or subtle organization || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">logical and appropriate organization || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">appropriate organization || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">inconsistent organization || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">confused organization || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">absence of organization ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Style || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">writer’s choice apparent in tone, sentence structure and word choice || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">precision and variety in sentence structure and word choice || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">some precision and variety in sentence structure and word choice || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">limited sentence variety and word choice || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Lack of sentence and word choice variety || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">no apparent control over sentence structure and word choice ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Conventions || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">few mechanical and usage errors || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">some mechanical and usage errors || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">mechanical and usage errors not severe enough to interfere significantly with the writer’s purpose || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">repeated weaknesses in mechanics and usage || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">mechanical and usage errors that seriously interfere with the writer’s purpose || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">mechanical and usage error so severe that writer’s ideas are difficult, if not impossible, to understand ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 70%; text-align: center;">Nonscorable


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Is illegible i.e.; includes so many undecipherable words that no sense can be made of the response || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Is incoherent, i.e.: words are legible but syntax is so garbled that the report makes no sense ||

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Establishes and maintains a clear purpose. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Sustains single point of view. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Exhibits clarity of ideas. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Information and details are specific to topic. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Information and details are relevant to focus. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Ideas are fully developed. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Logical order of sequence is maintained. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Paragraphs deal with one subject. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Logical transitions are made within sentences between and paragraphs. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Introduction and conclusion are evident. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Precise language. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Effective word choice. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Voice, tone originality of language. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Variety of sentence structures, types and lengths. || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Mechanics: spelling, capitalization, punctuation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Usage (e.g. pronoun references, subject-verb agreement). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Sentence completeness. ||
 * = <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Focus ||= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Content ||= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Organization ||= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Style ||= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Conventions ||
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 70%;">Demonstrates an awareness of audience and task.

Contact Information:

Lisa Marin: Lee Rose: leerose@tds.net

//**Use of Technology:**//


 * **http://www1.teachertube.com/viewVideo.php?title=Getting_Surreal_with_Dali&video_id=153421&vpkey=**
 * **http://www2.waunakee.k12.wi.us/TeachWeb/wagners/surrealism.html**
 * **http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Miro.aspx**
 * **http://art.pppst.com/movements.html**
 * **__ [] __**

//**Sources:**//


 * //**http://thebloomingpalette.blogspot.com/2010/01/surrealism-and-one-and-two-point.html**//
 * //**http://artsmarts4kids.blogspot.com/2008/04/surrealism.html**//
 * //**http://artsedge.kennedy-center.org/educators/lessons/grade-9-12/Dali_and_Desnos.aspx**//
 * //**http://www.surrealism.org/**//
 * //**http://www.artchive.com/artchive/surrealism.html**//
 * //**http://www.jerichoschools.org/hs/library/finearts.html**//
 * //** www.centheigshs.eq.edu.au/.../Yr9Art **SurrealismHandout**2009Master.pdf**//
 * **www.princetonol.com/groups/iad/... /** high**/SurrealPenHS.html**
 * **www.smarthistory.org//**