Dreamscape Hallways

 An assignment passed down from the art teacher who came before me (she resigned half-way through the year I was hired, those 8th graders were rough), which was adapted from an art assignment she found online. I do not know her source, but after some digging, I believe it can be located here. I, myself, have made my own alternations to the assignment, namely going over the element of art, Space, in much more detail before starting.

The idea is for kids to understand depth and how to render it on a 2D surface.

 

First, I go over the ways to render the element of art, SPACE, into 2D:

• Size
• Overlap
• Shading
• Value/Focus
• Placement
• Linear Perspective
  

Then, I ask them about six (school appropriate) things that they dream about. What constitutes as "school appropriate" depends on a lot of factors, but the general rule I have for my students is "if you wouldn't show it to your parents, the principal, or future boss, it's not appropriate". As much as I hate censorship in art, we are still working within a school which has rules and expectations. If anything, it encourages them to be creative and symbolic about their less PC dreams.

If a student claims they don't dream or don't remember their dreams, I encourage them to just make things up: because who is going to know? Some of the most common dreams (as reported online) are:

• Teeth falling out
• Falling from a high distance
• Not being able to run from something
• Being in school
• Car accidents

Common themes I've seen in kid's artwork are:

• Pac-Man
• Falling
• Anime & TV Shows
  

 

 

Once they have their list of at least six things that they dream about, they begin to draft out the hallway/corridor using First Point Perspective (kids in my class are ART II, and they previously worked with linear perspective the year before).

If you have newbies, or this is your scholars' first time experiencing linear perspective, you will probably have to draw the hallway alongside them step by step (either on the whiteboard, or using a webcam pointed at your desk/sketchbook. Most kids, I've found, have the most trouble with the checkerboard tile.

I have them draw a proof of concept in their sketchbook, which includes:

• 6 Topics/Items that they dream about 
• Evidence that they know how to use a ruler
  
• Colors marked out/tested 
• A neat, well crafted hallway in correct perspective
  
• Various examples of SPACE (depth) rendered (ex. overlap, value, placement, focus, size, etc.) 
• And the reassurance that it's okay to make changes from your draft to your final…It happens! 

Here is my proof of concept, which includes the six things I commonly dream about: catastrophic ocean waves, car accidents, public bathrooms, outer space, passed on loved ones, and childhood.

My students NEED to have this detailed proof of concept before I hand over the nice 12x18 paper for them to use as their final... They all get ONE and barring a freak accident, they will not get another one if they mess up.

 

Another common theme some years ago was "biblically accurate angels", which really should have been Jewish Angels, but I am not a World Religions teacher.

 

 

 

I've found that a lot of students don't understand that the point of this project is to SHOW DEPTH (despite me telling them multiple times--8th graders, am I right?), so I don't hesitate to check in on them frequently to give concrit and suggestions. Most of them only retain that I said the world "space" a million times, so they draw outer space.......

I tell them markers AND colored pencils are required mediums, but that if they wish, they may add on watercolors, oil pastels, paint, anything we have used in class previously. If a student wanted to add some 3D elements, like embroidery, clay, or paper coiling, I would not be against it either. 

This is one of the first projects of the year where students can draw "whatever they want", so I find that the artsy kids who want to draw cars, anime, graffitti, or their own style REALLY thrive with this assignment. The ones here who struggle are the kids who need someone to tell them what to draw, or to limit their choices. Those are the kids I give a list of common dreams/themes in surrealism to.

In their Dreamscapes, I encourage kids to really make it their own: make arches instead of square doorways, make tunnels, holes, broken walls-- Have the checkerboard floor be cracked or falling or twisted. This is the perfect assignment for them to really learn the meaning of "no mistakes, just happy accidents". 

Over the years, I've been surprised by the kids who go above and beyond on this assignment. Something about freedom just makes them put in that extra oomph! :) 

 

 

How you grade these projects is ultimate up to you and your school's/district's/state's criterion. I use IB MYP Year 3, so if you're struggling to get started on a rubric, here is a link to the one I made for this assignment.  

Below is the slide I have on display as the kids work on their final:

Will post later with this semester's crop of cool Dreamscapes!