The Arts · Grade 9

Active learning ideas

Surrealism and Dada: Art of the Unconscious

Active learning lets students experience Surrealism and Dada firsthand, moving beyond textbook definitions to understand how artists accessed the unconscious or protested through absurdity. Hands-on techniques like automatic drawing and readymades bridge historical context with personal creativity, making abstract concepts concrete and memorable.

• Ontario Curriculum Expectations
• VA:Cn11.1.HSII
• VA:Re7.2.HSII

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Collaborative Problem-Solving
• 30 min · Small Groups

Collaborative Problem-Solving: Exquisite Corpse Drawings

Fold paper into thirds; each student in a trio draws a head, body, or legs without seeing others' work, then unfolds to reveal surreal figures. Discuss resulting juxtapositions and subconscious influences. Students annotate with dream associations.

Explain how Surrealist artists accessed the subconscious mind for creative inspiration.

Facilitation Tip

During Dada Performance Skit, assign a 'director' role to one student per group to keep performances focused on absurdity and critique rather than polished acting.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are a critic in 1920s Paris. Write a short review of a fictional Surrealist painting that uses extreme juxtaposition. What would you praise or criticize, and why?' Encourage students to reference specific Surrealist techniques.

• Apply
• Analyze
• Evaluate
• Create
• Relationship Skills
• Decision-Making
• Self-Management

Activity 02

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Dada Readymades

Set up stations with everyday objects: combine them into 'sculptures,' photograph, and write manifestos justifying anti-art choices. Groups rotate, vote on most provocative, and present historical parallels to Duchamp.

Justify the Dadaists' rejection of traditional art forms during their historical context.

What to look for

Present students with three images: one clearly Dadaist, one clearly Surrealist, and one unrelated artwork. Ask them to identify which is which and write one sentence explaining their reasoning for each, focusing on the core characteristics of Dada and Surrealism.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 03

• Socratic Seminar
• 35 min · Pairs

Pairs: Surrealist Automatic Writing

Partners write stream-of-consciousness for 5 minutes without stopping, then exchange and illustrate key phrases as collages. Pairs analyze how unconscious elements emerge and connect to Freudian ideas.

Analyze the psychological impact of juxtaposing unrelated objects in a Surrealist artwork.

What to look for

Students complete a short automatic drawing or a Dada-inspired collage. In pairs, they present their work and use the following prompts for feedback: 'What irrational element or unexpected connection did you notice in your partner's work? How does it remind you of Dada or Surrealism?'

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

Activity 04

• Socratic Seminar
• 50 min · Whole Class

Whole Class: Dada Performance Skit

Brainstorm absurd scenarios mocking war or art norms; assign roles and rehearse short performances with nonsense sounds. Debrief on emotional impact and historical context through class gallery walk of photos.

Explain how Surrealist artists accessed the subconscious mind for creative inspiration.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you are a critic in 1920s Paris. Write a short review of a fictional Surrealist painting that uses extreme juxtaposition. What would you praise or criticize, and why?' Encourage students to reference specific Surrealist techniques.

• Analyze
• Evaluate
• Create
• Social Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should frame Surrealism and Dada as responses to specific historical and psychological pressures, not just as abstract art movements. Avoid framing these movements as 'crazy' or 'nonsensical'; instead, guide students to analyze how absurdity or dream imagery served as tools for protest or self-discovery. Research shows that students grasp these concepts best when they connect techniques to real-world motivations.

Students will demonstrate understanding by creating art that reflects either Surrealist techniques (dream imagery, unexpected juxtapositions) or Dadaist strategies (absurdity, protest). They will also articulate the historical and psychological motivations behind these approaches in discussions or written reflections.

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Watch Out for These Misconceptions

• During Exquisite Corpse Drawings, watch for students who dismiss their own contributions as 'just random' and correct by asking, 'What unexpected connections did you notice in your section, and how might those reflect something deeper?'

  During Exquisite Corpse Drawings, guide students to analyze their own sections by asking, 'What unconscious idea or emotion might this shape or line represent? How does it connect to the next person's section?'

• During Dada Readymades, watch for students who assume the activity is about creating something 'ugly' and correct by asking, 'How does this object challenge what art can be, and what does that say about the artist's intent?'

  During Dada Readymades, ask students to write a one-sentence artist statement explaining how their chosen object critiques societal norms or art conventions.

• During Surrealist Automatic Writing, watch for students who treat the activity as free writing without structure and correct by asking, 'What surprising word or phrase emerged that felt outside your usual vocabulary? How might that reveal something about your subconscious?'

  During Surrealist Automatic Writing, have students highlight the most unexpected word or phrase in their writing and share it with a partner to discuss its possible meanings.

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Methods used in this brief

• Collaborative Problem-Solving
• Stations Rotation
• Socratic Seminar