Jee Young Lee – “Black Birds”

Junior Cycle Visual Art - Unit of Learning – Strand: Art &

Design Discipline: Printmaking (Etching)
Title: “A Head Full of Dreams” – creating a surreal space
through printmaking and collage
Student Name: Rebecca Moughty K00255401
Year Group: 2nd Year
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Subject matter/theme

Jee Young Lee – “Nightscape”, 2012 Jee Young Lee – “Last Supper”, 2011 The school grounds

Relevant links:
• Describe the subject matter/theme ▪ https://www.businessinsider.com/je
• Surreal landscape e-young-lee-art-photos-2014-
11?r=US&IR=T#note-the-black-dog-
walking-out-of-the-frame-17 (Jee
• The Surrealism movement sought to combine reality with dreams/ nightmares. Young Lee)
The grounds of St Finians College are over 200 years old, making for an ▪ https://theartyteacher.com/downlo
interesting backdrop for a surrealist scene. In this project, students will be ads/analysing-an-artwork-bedroom-
looking at the surrealism movement, and using its characteristics to add dream/ in-arles-by-van-gogh/ (worksheet
resource for analysing artworks)
nightmare scenes to the school grounds. They will combine their wildest
▪ https://theartyteacher.com/downlo
dreams, with the reality of the school grounds, using etching and collage.
ads/mark-making-worksheet/
(worksheet on types of line and
mark-making)

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 Strand(s): Art & Design
Art/Design
JC Visual Art Learning Outcomes (LO)
• 1.5: interpret the world and communicate ideas
through visual means
• 1.7: examine the method of a number of artists
and the artwork they created
• 1.12: apply their understanding of the art
elements and design principles to make an
artwork
• 3.5: experiment with design ideas through
research and analytical drawing
• 3.6: design a final work based on their drawings
• 3.15: justify design concepts and the use of
media in their own or others’ work
Materials and resources:
Year Group: 2nd
No. of Pupils: 16
No. of weeks: 8
How do you know that they know? (Assessment)
• 1.5 – observational studies demonstrate ability to record visual
qualities from selected subject matter – photography and drawing.
• 1.7 – completed art analysis worksheets requiring students to
examine the subject matter, and the use of art elements and design
principles, specifically from the works Jee Young Lee
• 1.12 – create a successful print, through etching, that demonstrates
understanding of line, shape, tone, compositional arrangement,
proportion, and space
• 3.5 - sketchbook should demonstrate thorough experimentation
and investigation of design ideas, through different mediums, such
as collage, layering, photography, and drawing.
• 3.6 – completed final print, using etching and collage, showing
clear thought process from concept development stage to realised
work
• 3.15 – completed artists statement worksheet that requires
students to reflect on their processes, their trials and tests, what
went well, and what did not work well. These statements will be
displayed with their final print, for use during group discussion at
the end of this project
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Visual Timeline
Week 1-2: Students will look
at the ‘Surrealism’ movement,
and how dreams/ inner
thoughts are depicted in
surrealist artworks,
specifically the work of Jee
Young Lee. Students will learn
photography skills and take
photos of the school grounds

Week 3-5: Students will

experiment with different
design concepts for their
print, using various mediums.
Students will begin to gather
images for their collage, as
well as learn about chine
collé, a printmaking
technique incorporating
collage into the printmaking
process
Week 5-8: Students will begin
creating the matrix of their
print. Students will make
experimental prints, testing
colours and techniques for
getting the perfect print.
Finished work will be
mounted on coloured card
and displayed within the
classroom for group
discussion

Work that will be created and assessed:

▪ Series of photographs – (taken of school grounds on phone – transferred to shared document)
▪ Observational studies of school grounds (both from real life and photographs)
▪ Experimental studies of design concepts – using various mediums such as collage, layering,
and photography (in sketchbook – 2-3 concepts)
▪ Final compositional drawing (A4 – thin marker/pen)
▪ Test prints – experimenting with different techniques and colours (A4 – 2-3 tests)
▪ Final Print (A4 – mounted on coloured card)
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Research and Investigation

Jee Young Lee – ‘Broken Heart’, 2011 Jee Young Lee – ‘Oversleeping’, 2011 Taking images of the school ground

Learning Intentions: The Five Elements of Visual Art

• Examine the Surrealism Movement, focusing on its characteristics, aesthetic, and 1. Critical and Visual language
formal qualities (1,3,4) 2. Drawing
• Compare and contrast the works of surrealist artist, Jee Young Lee, examining 3. Visual Culture and Appreciation
the formal and aesthetic qualities (1,3,4) 4. Art Elements and Design Principles
• Apply photography techniques (eg. Rule of Thirds) to create a series of 5. Media
photographs of the school grounds (1,4,5)
• Review photographs taken of school grounds (1,4)

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Research and Investigation
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing Sketchbook work
3. Visual Culture and Appreciation
4. Art Elements and Design Principles
5. Media List relevant activities:
- Using tracing paper, make line drawings of
photographs (to help with the examining of
Research - Initial Ideas the art elements within the photographs)
- Collage of dream-like scene; including
annotations and thought process mapped
Outline teaching and learning activities:
out through drawings and use of imagery.
• Photography workshop: learning to use our mobile phone cameras to
their highest potential; learning about the Rule of Thirds and other
compositional techniques, and the features of our phone cameras
• Compile a series of photographs of school grounds; including specific areas
of interest
• Class review: examine the lines, shapes, forms, and colours in each other’s Digital Resources
photographs, all of which are important elements to creating an etching
Include links to relevant audio/visual resources:
print
• Compare and contrast the work of Jee Young Lee, focusing on the https://youtu.be/ahWVPrLDwhM (video
imagery used and thoughts/dreams that inspired her surrealist interiors interview with Jee Young Lee)
• Class Discussion: using a worksheet to respond to an interview with Jee
Young Lee on her work and subject matter.
• Class activity: Using magazines and newspaper clippings, create a dream-
like scene, based on a given adjective, similar to how Surrealist artists
create works about their dreams and subconscious thoughts
• Class activity: playing ‘Exquisite Corpse’, each students starts with the top
of the ‘corpse’, after 5 mins, they pass along their drawing to the person
next to them, this continues 3 more times until the ‘corpse’ is fully drawn

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Exploration and Concept Development

The use of text & layering to add a narrative to a

photographic image
Gathering images for collage

Using chine collé in a print

Learning Intentions:
• Define printmaking terms, such as ‘matrix’, and ‘chine collé’ (1,3) The Five Elements of Visual Art
• Compose a series of design concepts for final print, experimenting with various 1. Critical and Visual language
mediums, such as collage, photography, and layering (2,4)
2. Drawing
• Complete a finalised compositional drawing, focusing on line, shape and texture
(2,4) 3. Visual Culture and Appreciation
• Begin to comprise a bank of images for use in collage (3,5) 4. Art Elements and Design Principles
5. Media

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Exploration and Concept Development
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation Sketchbook work
4. Art Elements and Design Principles
5. Media List relevant activities:
- Preliminary drawings of chosen photograph
- Experimentation with chosen photograph (photo
Initial Ideas - Process of Development collage, layering of imagery, marking in textures)
- Design concepts, focusing on line, shape, and
texture
Outline teaching and learning activities: - Finalised compositional sketch
• Complete a ‘printmaking vocabulary’ worksheet, defining - Gathering images (primary and secondary
printmaking terms in students’ own words sources)
• Choose a photograph from series of photographs taken during
‘Research and Investigation’ stage, and create a series of preliminary
drawings using thin marker/pen, focusing on the lines, shapes, and Digital Resources
textures within the photograph.
• Playing with different design concepts for finalised print, Include links to relevant audio/visual resources:
experimenting with colours, textures, and collage imagery; using https://youtu.be/rzh607-fwUM (collage artist
various mediums and techniques, like photography and layering speaking about finding images)
• Drafting a final composition for print – using thin marker/ pen
• Beginning to comprise a bank of images (from magazines/
newspapers/ internet/ students own photography)

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Creating a final work

Creating a final print

Experimenting with colours, textures, and

Etching into the matrix different collage materials in test prints

Learning Intentions:
• Create the matrix of final compositional drawing, including various
examples of line and mark-making techniques (1,2,4) The Five Elements of Visual Art
• Create a finished A4 etching print, mounted on coloured card, 1. Critical and Visual language
focused on line, texture and form (1,4,5) 2. Drawing
3. Visual Culture and Appreciation
• Demonstrate skills in chine collé in test prints and final piece (5)
4. Art Elements and Design Principles
• Evaluate the process of making an etching from preparing the matrix 5. Media
to the final print (1,4,5)
• Justify image choice of collage in finished print, in relation to subject
matter (1,3,5)

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Creating a final work
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
Sketchbook Work
4. Art Elements and Design
Principles List relevant activities:
5. Media
• Worksheets and Acetate sheet with mark-
making experiments
Process of development – Realised work • Referring back to final compositional
drawing when applying collage/ chine collé
elements
Outline teaching and learning activities:
• Making annotations for test prints with
• Experiment with different marks that can be made on an etching -
corrections/ personal reflections on process
first using a mark-making worksheet, then using thin sheets of
acetate and etching tool
• Demonstrating alongside with students, the stages of creating a
successful print – from etching the matrix, to using chine collé, to Digital Resources
getting a clean, crisp print
• Regular check ins with class after completing a stage of the Include links to relevant audio/visual resources:
printmaking process; ie. Completing the matrix, completing the first https://youtu.be/L5ZHuaQw3PU (video
test print. Reviews of work in progress during class discussions, to highlighting different mark making
help aid and/or correct any issues that may occur techniques to add texture)

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Reviewing and Presenting

Curating an exhibition wall The National Gallery of Ireland

Learning Intentions: Artists statement worksheet to aid in the writing

process
• Justify image choices and articulate the concept of the finished print,
by completing a written artists statement (1,3,4)
• Examine the National Gallery of Ireland, and how it curates its
The Five Elements of Visual Art
exhibitions (1,3,4)
1. Critical and Visual language
• Curate an exhibition wall for a space within the school (3,4) 2. Drawing
3. Visual Culture and Appreciation
4. Art Elements and Design Principles
5. Media

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Reviewing and Presenting
The Five Elements of Visual Art
1. Critical and Visual language
2. Drawing
3. Visual Culture and Appreciation
Sketchbook Work
4. Art Elements and Design
Principles List relevant activities:
5. Media
- Complete a written artists statement
- Plan a wall exhibit for display within the
Realised work - Reflection - Presentation school

Outline teaching and learning activities:

• Examine the National Gallery of Ireland, through a virtual tour. Class
discussions on the aesthetic qualities, formal qualities, and artistic
choices made by the curator
• As a class group, decide on a wall space within the school to display
the finished prints – in smaller groups, students will design a Digital Resources
proposal for the exhibition space, taking into account
accommodations for all viewers, aesthetic appeal, and practicality. Include links to relevant audio/visual resources:
• Complete artist’s statements (to be displayed alongside finished https://www.nationalgallery.ie/virtual-
piece on exhibition wall) – using a worksheet template to aid in the tour/virtual-tour-grand-gallery (virtual
writing process gallery tour of the National Gallery)
https://youtu.be/Aqg0iFuCNMo (how to curate a
gallery space)

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Statements of Learning
Identify the statements of learning from the Junior Cycle Framework to which this scheme of work relates to.
Statements of Learning
• SOL 3: The student creates, appreciates and
critically interprets a wide range of texts.
• SOL 4: The student creates and presents artistic
works and appreciates the process and skills
involved.
• SOL 8: The student values local, national and
international heritage, understands the importance
of the relationship between past and current events
and the forces that drive change
• SOL 20: The student uses appropriate technologies
in meeting a design challenge.
• SOL 21: The student applies practical skills as
she/he develops models and products using a
variety of materials and technologies.
• SOL 23: The student brings an idea from conception
to realisation.
Examples of relevant learning
• SOL 3: work of Jee Young Lee, artist research on the Surrealism
movement, virtual tour of the National Gallery of Ireland in
research for exhibition
• SOL 4: photographic reference images of school grounds,
observational drawings of reference images, class discussions of
chosen reference image, creation of matrix for print, collection of
test prints and collage studies (all work in sketchbooks to be
annotated)
• SOL 8: photographs taken of school building and lawns for use as
reference images for print, demonstrate knowledge of the historical
context of the surrealism movement (how & why it started, its
benefits tot the artist)
• SOL 20: use of phone cameras to take compositional images of
school building and lawns, the use of online resources (such as
Pinterest and Tumblr) to gather images for collage element of print,
online research
• SOL 21: using observational drawings to focus on line and texture in
reference images, use of knowledge gained from taking images of
school grounds to document experimental use of collage on
finished piece.
• SOL 23: with evidence from sketchbook, the conception of final
piece should be clear from students photographs, observational
drawings, experimentation with photo collage layouts and colour
combinations.
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Key Skills
Identify the key skills from the Junior Cycle Framework to which this scheme of work relates to.

Key Skills Examples of relevant learning

1. Engaging with the school grounds and looking for areas of interest to create
1. Being Creative an etching print of; being selective of photograph composition for finished
matrix; using collage elements to add a surrealist twist to finished print
2. Communicating
2. Using class discussions to flesh out ideas and gain advice on decision-making
3. Managing Information and Thinking tasks (choosing photograph composition/ layout of collage elements on final
print); discussing students’ own work in presentation of final piece
4. Managing Myself
3. Recording thoughts during process of creating print in sketchbook; making
5. Working with Others links from initial ideas to finished piece; using digital means (photography) to
document work/ experiment with layouts & compositions
6. Staying Well
4. Creating a collection of photographs of an area/ building of interest from the
school grounds, selecting a photograph to work from for finished print,
selecting a compositional layout of collage elements
5. Participating in class discussions during research and investigation stages,
peer review of work, being open to others opinions and being open to giving
opinions where necessary/ appropriate
6. Creating a safe environment for all students to express their ideas and
present their work, without fear of scrutiny/ backlash; making clear
expectations of students when using printmaking tools to ensure the safety
of all in the art room

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 Inclusive Education
Identify the strategies that will be implemented across the scheme to support students with special
educational needs (this includes high achieving students).
Differentiation Strategies
Content:
• Having varied resources for delivering content (powerpoint,
youtube videos, mobile apps, visual aids, worksheets,
handouts, virtual tours)
• Allowing digital content to be availble to students on Google
Classroom platform, for students to reflect on past content
covered in class
• Allowing students the option of taking a more nightmare or
dream-like stance on their surrealist piece (allows students to
include their personal interests)
• Tiered Instruction: assigning different tasks during lessons,
informed by stduents’ readiness, interest, and skill level.
Process:
• Flexible Grouping: helps to improve students’ interpersonal
skills & cooperative skills. Group membership determined by
the students’ interest, social skills & skill level.
• Providing visual aids that break down tasks into simple steps
(use for taking photograph of school grounds, creating the
matrix of print, printing the matrix)
Product:
• Using tiered questioning to allow all students to demonstrate
their learning at their own level (Blooms Taxonomy)
Literacy and Numeracy Strategies
• Key word bank: documenting keywords in
relation to photography, surrealism, and
printmaking in students’ sketchbooks
• Class discussions: reviewing the art elements
within students’ work, examining the surrealism
movement and artist, Jee Young Lee
• Artists statement: using appropriate vocabulary
to reflect on artistic process and articulate their
work
• Exploring line and shape in the context of
printmaking
• Taking measurements of matrix, and aligning
print for clean bordered finished piece.
• Examining the use of the Rule of Thirds in
photography

Extension tasks:
• Contrasting print: Student will be set the task of completing a second print of their image, using collage images that are in
contrast to the first print (eg. Student uses grotesque imagery in first print; uses more dream-like imagery in second print)
• Chine collé: Student uses textured/ patterned paper for chine collé
• Using external materials: Student may use masking tape, salt/ sugar, wax, tea/ coffee, etc, to add texture to their
finished print

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Summative Assessment
5 Elements of Visual Art: 1) Critical and Visual Language; 2) Drawing; 3) Visual Culture and Appreciation; 4) AEDP; 5)
Research
Success criteria:
1. Students will keep a bank of keywords
in the back of their sketchbook.
Throughout the duration of the
project, students will be given
keywords relating to photogrpahy,
surrealism, and printmaking. Students
will be expected to use these
keywords in class discussions,
sketchbook annotations, and a final
artists statement.
2. Students are expected to demonstrate
the use of 2-3 composition techniques
within their series of photographic
images of the school grounds (learned
about from photography workshop in
class, and referenced in word bank in
sketchbook).
3. Students will be expected to make
connections between their own work,
and the surrealism movement and
reference artist, Jee Young Lee.
Students will complete worksheets,
analysing the works of Jee Young Lee,
as well as a collage exercise, where
students will create a dream/
nightmare scene based on a given
adjective, similar to how surrealists
took inspiration from their
subconscious for their artworks.
Sketchbook
Media
Reflection
Initial Ideas
Success Criteria:
1. Students will demonstrate an 1. Demonstrate
ability to select an image from
a series to develop into a
print. Students must justify
their choice of photograph,
depending on the
composition and the
identification of the art
elements within the image
2. Students will create
preliminary drawings of their
photographs on tracing
paper, each drawing
highlighting the art elements;
line, tone, shape, and texture. 3. Comprise a bank of images
These art elements are
important to printmaking, and
students will be required to
demonstrate their ability to
identify these elements within
their chosen image
Process of Development
Success Criteria:
experimentation with 2-3
different mediums (ie.
Collage, photography,
layering) in a series of
design concepts
2. Demonstrate ability to
decide on a final
composition, through a
realised pen/ thin marker
drawing of chosen
composition; focusing on
the line, tone, shape, and
texture.
for use in the surreal collage
element of final print.
Demonstrate use of images
from print media
(magazines/ newspapers),
students’ own photography,
and from the internet
Realised Work
Success Criteria:
Finished Piece
1. Demonstrates evidence
of 2-3 mark-making
techniques
2. Demonstrates use of
chine collé in at least one
section of finished print
3. Demonstrates knowledge
of AEDP – specifically
those important to the
printmaking process; ie.
Line, tone, shape, and
texture.
4. Demonstrates knowledge
of the surrealist
movement, and the use
of dream/ nightmare like
imagery, in the form of
collage and image choice.
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