Art and Design · Year 8

Active learning ideas

Surrealist Drawing Techniques

Active learning works well here because surrealist techniques rely on hands-on experimentation with chance and collaboration. Students need to feel paint move, paper fold, and marks appear without overthinking, which direct practice in the studio makes possible.

• National Curriculum Attainment Targets
• KS3: Art and Design - Experimental Drawing
• KS3: Art and Design - Surrealist Techniques

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

Activity 01

• Experiential Learning
• 30 min · Pairs

Pairs: Exquisite Corpse Chain

Pairs fold A4 paper into three sections and draw a head in the top, fold to conceal, then swap to add torso, and finally legs. Unfold to reveal the composite figure, then discuss surprises. Add colour to refine the surreal creature.

Explain how collaborative drawing techniques like 'exquisite corpse' challenge individual artistic control.

Facilitation Tip

For the Exquisite Corpse Chain, sit pairs back-to-back to prevent visual hints and set a strict 30-second timer per fold to enforce the blind process.

What to look for

Present students with three small artworks, each demonstrating one of the techniques (exquisite corpse, decalcomania, grattage). Ask students to identify the technique used in each artwork and write one sentence describing the resulting texture or form.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 45 min · Small Groups

Small Groups: Decalcomania Landscapes

Groups paint abstract wet layers on paper, fold and press with another sheet to transfer textures, then unfold to reveal symmetrical forms. Identify landscape elements in the results and enhance with details. Rotate materials like leaves for variety.

Predict how applying a specific surrealist drawing technique might alter your initial artistic intention.

Facilitation Tip

For Decalcomania Landscapes, use thick acrylic paint and press two sheets together gently to avoid tearing; demonstrate controlled pressure with a ruler to model technique.

What to look for

Students respond to the prompt: 'Which surrealist drawing technique did you find most effective for creating unexpected outcomes, and why? Provide one specific example from your own work or observation.'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Individual

Individual: Grattage Portraits

Pupils paint a base layer, place textured objects like netting over it, scrape with crayons or pencils to transfer patterns. Build a surreal self-portrait by layering multiple grattage effects. Reflect on how textures alter identity.

Construct a drawing using at least two surrealist techniques to create an unpredictable outcome.

Facilitation Tip

For Grattage Portraits, provide a variety of textured tools like forks, combs, and mesh and model how scraping direction changes the image’s mood.

What to look for

Students display their drawings that use at least two surrealist techniques. In pairs, students identify one element that resulted from chance and one element that might have been an intended artistic choice. They then offer one suggestion for enhancing the 'unpredictable' quality of the artwork.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 50 min · Whole Class

Whole Class: Technique Mash-Up Relay

Divide class into teams; each pupil at stations applies one technique to a shared large paper, passes to next. Teams predict and vote on final outcomes beforehand. Gallery walk to critique collective surrealism.

Explain how collaborative drawing techniques like 'exquisite corpse' challenge individual artistic control.

Facilitation Tip

For the Technique Mash-Up Relay, assign roles like ‘material handler’ or ‘timekeeper’ to keep groups focused and moving forward quickly.

What to look for

Present students with three small artworks, each demonstrating one of the techniques (exquisite corpse, decalcomania, grattage). Ask students to identify the technique used in each artwork and write one sentence describing the resulting texture or form.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teachers should model each technique first, then step back to let students problem-solve. Avoid over-explaining outcomes since the value lies in discovery. Research shows that structured freedom, where parameters are clear but results are open, builds both skill and creativity in KS3 students. Keep demonstrations brief and focused on material handling rather than aesthetic judgment.

Successful learning looks like students confidently using controlled chance to create intentional textures and forms. They should articulate how their choices shaped the outcome, even when accidents occurred, and value both individual voice and group contributions.

---

Watch Out for These Misconceptions

• Surrealist techniques produce only random scribbles with no artistic value.

  During Decalcomania Landscapes, watch for students who assume the technique is purely accidental. Redirect them to observe how paint viscosity, paper type, and pressure create deliberate textures, then ask them to repeat a section with adjusted pressure to see the difference.

• Exquisite corpse eliminates personal style in collaborative work.

  During Exquisite Corpse Chain, watch for students who hesitate to contribute. Ask each pair to discuss one feature in their final drawing that reflects a contributor’s style, then share these observations with the class to highlight collaboration as a strength.

• Grattage and decalcomania rely purely on luck, not skill.

  During Grattage Portraits, watch for students who attribute outcomes solely to chance. Provide a side-by-side comparison of two scraped areas, one done quickly and one with controlled speed, to show how timing and tool choice shape the result.

---

Methods used in this brief

• Experiential Learning