Dreamlike Self Portraits

Overview

Students explore how surrealist artists combine realistic and unexpected imagery to communicate ideas. They will plan and create a self portrait that represents something about their personality, interests or imagination, then explain how visual arts elements convey meaning to an audience.

Learning intentions

• WALT identify features of surrealist artworks.
• WALT represent an idea about ourselves through a self portrait.
• WALT use line, shape, colour, space and scale to create a dreamlike image.
• WALT describe how artistic choices communicate meaning to an audience.

Success criteria

• I can include recognisable features of a self portrait.
• I can combine realistic and unexpected objects or ideas.
• I can use at least three visual arts elements purposefully.
• I can explain what my artwork communicates and how I created that meaning.

Curriculum links

• Visual Arts: making artworks to represent subject matter and ideas.
• Visual Arts: describing how artists convey ideas about their world to audiences.
• Visual Arts: using visual arts elements to communicate meaning.
• Visual Arts: presenting and discussing artworks for an audience.

Lesson structure (60 minutes)

1. 0–7 min · Hook and noticing. Teacher opens the surrealist introduction deck with a striking surrealist self portrait and asks, “What could this person be thinking or feeling?” Students silently notice details, then share one realistic feature and one surprising feature with a partner. Provide the sentence frame: “I notice ___, which makes me think ___.”

2. 7–15 min · Explore surrealism. Teacher shows the next slides from the surrealist introduction deck, introducing surrealism as art that joins ordinary things with unusual, dreamlike ideas. Model how scale, placement, colour and unexpected combinations can change meaning; clarify that a self portrait can show identity without being a perfect photograph. Students identify visual choices in two examples and discuss possible meanings using “The artist may want the audience to feel/think ___ because ___.”

3. 15–22 min · Demonstration and planning. Teacher demonstrates a simple self portrait: begin with a head and facial features, add one personal symbol, then transform or combine it with an unexpected object, animal, place or idea. Model choosing a limited colour mood and adding a background that supports the idea. Distribute the Visual Arts Elements Planning Template and the surrealist self portrait idea worksheet. Students sketch two possible ideas, label the visual elements they will use, and select one idea to develop.

4. 22–45 min · Create. Teacher reminds students to work lightly first, circulate to ask, “What idea about yourself is this showing?” and prompt purposeful use of line, shape, colour, tone and space. Students create a surrealist self portrait using pencil, coloured pencils, markers or collage materials. They include recognisable facial features and at least one unexpected transformation or combination. Students may refer back to the introduction deck examples and process steps while working.

5. 45–53 min · Gallery viewing and feedback. Teacher pauses the room for a quiet gallery walk, displaying unfinished or completed works safely on tables. Students view several artworks and use the prompts on the surrealist self portrait idea worksheet to record one specific observation and one respectful question for a peer. Remind students to comment on artistic choices rather than judging the person or idea.

6. 53–60 min · Share and reflect. Teacher displays the final reflection questions from the gallery discussion and reflection slides. Students complete the final section of the surrealist self portrait idea worksheet and share with a partner: “My artwork represents ___; I used ___ to show this.” Invite two or three students to share with the class, then collect artwork and worksheets.

Resources

• the surrealist introduction deck
• the surrealist self portrait idea worksheet
• the Visual Arts Elements Planning Template
• A4 or A3 drawing paper
• Pencils, erasers, coloured pencils and markers
• Optional magazines, coloured paper, scissors and glue
• Visual examples of age-appropriate surrealist self portraits
• Display tables or drying rack

Assessment

• During discussion, listen for students identifying realistic and unexpected imagery and explaining possible meaning.
• During planning and creation, check that students can connect a personal idea to deliberate choices in line, shape, colour, tone, space or scale.
• Use the completed worksheet as an exit assessment: students name the idea represented, identify two visual choices and explain their effect on the audience.

Differentiation

• Support EAL/D learners with picture examples, gesture and demonstration, a visual word bank, and sentence frames such as “My portrait shows ___” and “I chose ___ because ___.” Allow students to explain orally or label their plan with drawings.
• Provide a lightly drawn oval head, facial-feature reference cards, thicker drawing tools and pre-cut collage shapes for students who need fine-motor or motor-planning support.
• Offer choice of drawing, collage or a combination of media. Break the task into checkpoints: face, personal symbol, unexpected transformation, then background.
• Challenge advanced learners to combine two or more personal ideas, manipulate scale or viewpoint, and create a background whose colour and space deliberately reinforce the mood. They should explain how their choices guide the audience’s interpretation.

Extension

• Students write a short gallery label explaining the personal idea, materials and visual choices in their artwork.
• Students redesign one element to communicate a different mood, then compare how the change affects the audience.