Art and Design · Year 8

Active learning ideas

Dream Imagery and Symbolism

Surrealism asks students to trust their instincts while sharpening their analytical skills. Active learning works here because it turns abstract concepts like juxtaposition and scale into tangible, visual experiences. When students manipulate objects themselves, the uncanny emerges naturally from their choices.

• National Curriculum Attainment Targets
• KS3: Art and Design - Symbolism in Art
• KS3: Art and Design - Personal Response

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

Inquiry Circle: The Random Remix

In pairs, students are given two jars: one with 'objects' and one with 'locations'. They pull one from each (e.g., 'a giant toaster' and 'a snowy mountain') and must brainstorm three different 'stories' that this juxtaposition could tell.

Analyze how universal symbols and personal associations contribute to the meaning of dream imagery.

Facilitation Tip

During Collaborative Investigation: The Random Remix, circulate with a stack of index cards labeled with dream symbols to nudge students toward unexpected pairings.

What to look for

On a small card, ask students to write down one common dream symbol (e.g., flying, falling, teeth) and one personal association they have with it. Then, they should suggest how an artist might use juxtaposition or scale to represent this symbol in an artwork.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 45 min · Small Groups

Simulation Game: The Scale Shift

Using tablets or cameras, students take photos of small objects (like a paperclip) positioned to look 'massive' against the school building, or 'miniature' peers standing next to a giant pencil. They discuss how this 'trick' changes their relationship with the object.

Compare the interpretation of dream symbols across different cultures and psychological theories.

Facilitation Tip

In Simulation: The Scale Shift, demonstrate how to use a simple ruler or grid method to accurately resize objects before they begin drawing.

What to look for

Present students with two contrasting surrealist artworks. Ask: 'How does the artist use juxtaposition and scale to create a dreamlike effect? Which artwork's symbolism is more effective in conveying a sense of the uncanny, and why?'

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Gallery Walk
• 25 min · Whole Class

Gallery Walk: The Uncanny Critique

Students display their 'remixed' sketches. The class walks around and uses 'vibe cards' to label each piece: is it 'funny', 'threatening', 'dreamlike', or 'confusing'? They must explain which visual choice (scale or juxtaposition) created that vibe.

Design an artwork that visually represents a personal dream or a recurring dream motif.

Facilitation Tip

For Gallery Walk: The Uncanny Critique, assign each student a role (e.g., recorder, timekeeper, presenter) to ensure accountability and participation.

What to look for

Show students a series of images, some realistic and some surreal. Ask them to hold up a green card if the image feels 'normal' or 'logical' and a red card if it feels 'dreamlike' or 'uncanny'. Follow up by asking students to explain their choices for 2-3 images.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Start with concrete examples before abstract theory. Research shows students grasp Surrealism better when they first manipulate objects physically, then analyze how those manipulations create meaning. Avoid letting discussions drift into vague 'it feels weird' comments; push for specific observations about contrast or proportion. Use Magritte and Dalí as anchors, but let students discover their techniques through trial and error.

Students will confidently explain how juxtaposition and scale create meaning in artwork. They will discuss symbols with peers, refine their ideas through feedback, and recognize how artists use 'weird' techniques to convey emotion or ideas. Their final products should feel intentional, not random.

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Watch Out for These Misconceptions

• During Collaborative Investigation: The Random Remix, students believe juxtaposition is just about picking any two unrelated objects.

  During Collaborative Investigation: The Random Remix, model how to look for 'hidden links' by asking guiding questions like, 'What does this object protect? What does this one destroy?' to help students find meaningful contrasts.

• During Simulation: The Scale Shift, students think Surrealism is about being random or chaotic.

  During Simulation: The Scale Shift, emphasize realistic rendering by providing examples of hyper-realistic Surrealist works and asking students to mimic the technique when resizing their objects.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Gallery Walk