Surrealist Timepieces Creation

Overview

This 120-minute session invites Year 6 pupils to explore surrealism and the concept of fluid time through the inspired study of Salvador Dalí’s melting clocks. Learners will engage with collage, clay modelling, and painting to create their own surrealist timepieces, developing a deeper understanding of artistic expression and abstract concepts in line with the Curriculum for Excellence (CfE).

Curriculum for Excellence Links

Expressive Arts: Art and Design
- Experiences and Outcomes (E&Os):
  - EXA 2-03a: I can explore and use materials and technologies to create images and objects, demonstrating imagination and presenting my work thoughtfully.
  - EXA 2-04a: I can extend and communicate my ideas, thoughts and feelings through various art forms.
  - EXA 2-05a: I enjoy exploring great artists and designers to inspire my own creative work.
- Benchmarks:
  - Creates art informed by the study of other artists.
  - Explores and invents imaginative and expressive forms and techniques.
  - Uses appropriate materials, techniques, and processes with increasing skill.
Literacy and English
- Reading and discussing a simple artist biography and art critique to build vocabulary and comprehension linked to art concepts (Dyslexia-friendly format).
Health and Wellbeing (HWB 2-19a)
- Developing confidence to express ideas creatively and reflect on their work.

Learning Intentions (WALT)

WALT: Understand the concept of surrealism and how Salvador Dalí expressed fluidity of time through melting clocks.
WALT: Experiment with creating surrealist clocks using collage, clay, and painting techniques.
WALT: Visualise and communicate abstract ideas about time through personal, creative artworks.

Success Criteria

I can identify key features of Salvador Dalí’s melting clocks and surrealism.
I can plan, design, and create a timepiece that distorts traditional clock shapes.
I can select and use appropriate materials (collage, clay, paint) to represent fluidity and warped time.
I can explain how my artwork shows my ideas about time.
I can reflect on my creative process and respond thoughtfully to my peers’ work.

Resources Needed

Images of Salvador Dalí’s The Persistence of Memory and other melting clocks
Variety of collage materials (magazines, coloured paper, glue, scissors)
Air-dry clay and sculpting tools
Acrylic paints, brushes, palette, water pots
Dyslexia-friendly artist fact sheet and vocabulary list (large font, clear spacing)
Sketchbooks or paper for initial design ideas
Display boards or wall space for peer review

Lesson Structure

Introduction (20 minutes)

Engage:
Show images of Dalí’s melting clocks and discuss the concept of surrealism and warped time.
Use the dyslexia-friendly artist fact sheet to read aloud key information about Dalí.
Encourage pupils to share what they notice about the clocks (shape, colour, texture).
WALT + Success Criteria:
Display the WALT and success criteria visually and discuss with the class.
Class Discussion:
How might time be different if it melted or bent?
Brainstorm adjectives and phrases for “fluidity,” “warping,” and “surrealism” – use visual aids.

Main Activity (75 minutes)

Part 1: Planning and Sketching (15 minutes)

Pupils sketch ideas for their own surrealist clocks exploring warped shapes.
Encourage thinking about how the clock might bend or melt.
Support with prompt questions: What parts will melt? What colours express time?

Part 2: Creating (60 minutes)

Pupils choose to work with collage, clay, or painting based on their preference or challenge level.

Collage:

Cut and layer materials to create distorted clock shapes.
Focus on overlapping images to show melting effect.

Clay:

Model a clock with warped edges and stretched numbers.
Experiment with texture and form.

Painting:

Use acrylics to paint distorted timepieces on paper or canvas.
Experiment with blending and dripping techniques to simulate melting.

Teacher Role:

Circulate to offer scaffolding and suggest techniques, materials or compositional ideas.
Encourage experimentation and risk-taking.

Plenary and Peer Review (25 minutes)

Gallery Walk:
Pupils display their pieces; classmates walk and leave positive, constructive comments using sticky notes.
Reflection:
In sketchbooks or verbally, pupils share:
- One thing they learned about surrealism and Dalí.
- One technique they enjoyed.
- One challenge they overcame.
Teacher feedback:
Highlight originality, effort, and creativity, linking back to success criteria.

Differentiation

Learner Need	Strategy
Additional Support Needs	Provide step-by-step visual guides for each medium; offer 1:1 support or paired work.
EAL Learners	Use images and simple language; pre-teach keywords with visuals; use peer buddy system.
Dyslexia	Use dyslexia-friendly texts; provide verbal explanations; allow oral reflections and peer discussions.
Advanced Learners	Challenge to incorporate symbolism or create a small artist statement explaining choices.

Extension Activities

Research another surrealist artist and create a small mixed-media piece inspired by their style.
Use digital tools (if available) to create an animated version of a melting clock.
Write a short poem or story inspired by the fluidity of time depicted in their artwork.

Assessment and Feedback

Formative:
Observation during activities; questioning about materials and artistic intention.
Summative:
Evaluate final pieces against success criteria.
Self and Peer Assessment:
Use checklist based on WALT criteria and written/verbal reflections.

Tips for Teachers

Encourage curiosity about time and its cultural meanings.
Create a calm environment to foster creativity, letting pupils experiment without fear of “getting it wrong.”
Use praise focused on processes (e.g. creative thinking, perseverance), not only product.
Maintain a gallery of work to celebrate and inspire.

This lesson plan blends hands-on creativity, Scottish curriculum aims, and the imaginative power of surrealism, offering pupils a rich, meaningful artistic experience that challenges their perceptions and skills.

Teaching Instructions