Surreal Photography Project Name:___________

Jerry Uelsmann is a master printer producing composite photographs

with multiple negatives and extensive darkroom work. He uses up to a
dozen enlargers at a time to produce his final images.

Uelsmann is a champion of the idea that the final image need not be
tied to a single negative, but may be composed of many. He does not
seek to create narratives, but rather allegorical surrealist imagery of the
unfathomable.

Surrealism was officially launched as a

movement with the publication of poet
André Breton's first Manifesto of
Surrealism in 1924.

Photography came to occupy a central role

in Surrealist activity. Some techniques they
used were:

• Montage
• Combination printing
• Double exposure
• Distortion

Jerry Uelsmann

STEP ONE: Complete the questions on the back this sheet by visiting on the school network:

K:\\Mr.Arnett\AWQ 4M\15 – Surreal Photography Project\intro.htm

STEP TWO: PLAN YOUR SURREAL IMAGE – DRAW at least 3 conceptual sketches of different
ideas. Then plan out how you will photograph the various parts of your image. Use Adobe
Photoshop to put the image together if necessary.

STEP THREE: REFLECT on your finished image by answering the following questions:
1) What aspect of your image do you find most successful and why?

2) What aspect of your image do you find least successful and why?

3) If you could do this project again, what changes would you make to improve it?
K/U: Surreal Photography Name:_____________
/22
K:\\Mr. Arnett\AWQ 4M\15 – Surreal Photography Project\intro.htm
A) RESEARCH 1. Who is Jerry Uelsmann? (1)

2. What kind of images does he create? (1)

3. How does he create his images? (1)

4. List the 4 important factors techniques they Surrealists used in creating their images: (4)

1. 2. 3.

4.

5. Select one Jerry Uelsmann’s work from: K:\\AWQ 4M\15 – Surreal Photography
Project\intro.htm and a write a formal critique on each of them.
Follow the Art Critique format: Description, Analysis, Interpretation and Judgement – (Remember
to use 6 elements and principles (Line, Shape, Form, Texture, Balance, Rhythm,Pattern,
Contrast, Emphasis, Value, Space, Movement, Colour, Variety, Proportion, Unity) in your written
explanation.) (15)

B) Photographic/digital manipulation techniques used in my work and how they support my intended visual
message:

C) REFLECT on your finished image by answering the following questions:

1) What aspect of your image do you find most successful and why?

2) What aspect of your image do you find least successful and why?

3) If you could do this project again, what changes would you make to improve it?
Surreal Photography Project Name:__________
Level 0 Level 1 Level 2 Level 3 Level 4
Knowledge/Understan
ding Work does not Student Student demonstrates Student demonstrates Student
Demonstrates meet demonstrates some understanding considerable demonstrates
understanding of the assignments limited of the elements & understanding of the a high degree of
elements & principles expectations for understanding of principles of design in elements & principles understanding of the /1
of design in the Surreal this category. the elements & the Surreal Image. of design in the elements & principles
Image Incomplete. principles of design 0.50 Surreal Image. of design in the
in the Surreal 0.75 Surreal
0 Image. Image.
0.25 1
Thinking/Inquiry
Surreal Image Work does not Student depicts Student depicts Student depicts Student depicts
meet surreal imagery in surreal imagery in the surreal imagery in the surreal imagery in
assignments the work with work with some work with the work with a
expectations for limited effectiveness. considerable high degree of /1
this category. effectiveness. 0.50 effectiveness. effectiveness.
Incomplete. 0.25 0.75 1
0
Communication
Clarity: Work does not Student discusses Student discusses Student discusses Student discusses
Discusses research meet research questions research questions research questions research questions
questions assignments with limited clarity. with some clarity. with considerable with a high degree
expectations for 0.25 0.50 clarity. of clarity. /1
this category. 0.75 1
Incomplete.
Explains use of 0 Student explains Student explains use
photographic/digital use of of photographic Student explains use Student explains
manipulation Incomplete. photographic techniques in the of photographic use of
techniques in the 0 techniques in the artistic statement with techniques in the photographic /1
artistic statement artistic statement some clarity. artistic statement with techniques in the
with limited clarity. 0.50 considerable clarity. artistic statement
0.25 0.75 with a high degree
of clarity.
Reflective Questions: Poor, yes/no 1
Incomplete. answers/limited Somewhat coherent Clear and substantial
Strength, Weakness &
and somewhat
/1
Next Step 0 incomplete. answers. Superior and
0.25 complete. insightful answers.
0.50 0.75
1
Application Incomplete. Student Student demonstrates Student demonstrates Student
Creative Process: 0 demonstrates some effectiveness in considerable demonstrates
Demonstration of Skill limited demonstrating the effectiveness in superior
Development: effectiveness in creative process and demonstrating the effectiveness in
/10
demonstrating the following procedures. creative process and demonstrating the
3 Conceptual Sketches; creative process 5-6 following procedures. creative process
and following 7-8 and following
Digital Image ; following procedures. procedures.
procedures including 5 8- 10
Clean Up

Student Student demonstrates Student demonstrates Student

demonstrates some use of the considerable use of demonstrates a
Incomplete. limited use of the elements & principles the elements & high degree of
Uses elements & 0 elements & of design and principles of design using the elements /5
principles of design and principles of design photographic and photographic & principles of
photographic/ digital and photographic techniques to produce techniques to produce design and
manipulation techniques to a Surreal Image with a Surreal Image with photographic
techniques to produce produce a Surreal some effectiveness. considerable techniques to
an effective Surreal Image with limited 2-3 effectiveness. produce a Surreal
Image effectiveness. 3-4 Image with
1 superior
effectiveness.
5

/20

A1. The Creative Process: apply the creative process to create a variety of artworks, individually and/or collaboratively;
A1.1 use various strategies, individually and/or collaboratively, with increasing skill to generate, explore, and elaborate on original ideas and to develop,
reflect on, and revise detailed plans for the creation of art works that address a variety of creative challenges (e.g., extend their skills in using
brainstorming, concept webs, mind maps, and/or groups discussions to formulate original and innovative ideas for an art work on a social or personal
theme; use critical research skills to explore and elaborate on ideas; demonstrate fluency in formulating clear and detailed plans; demonstrate flexibility
in revising their plans on the basis of reflection)
A1.2 apply, with increasing fluency and flexibility, the appropriate stages of the creative process to produce two- and three-dimensional art works using a
variety of traditional and contemporary media (e.g., extend their skills in working with a range of media; demonstrate flexibility in revising plans in
response to problems encountered during other stages of the creative process; reflect on the effectiveness of preliminary versions of their work, and
revise the work on the basis of reflection and self-assessment)
A1.3 document their use of each stage of the creative process, and provide evidence of critical inquiry, in a portfolio that includes a range of art works
created for a variety of purposes (e.g., ensure that their portfolio includes the following: evidence of critical inquiry associated with idea generation and
elaboration; evidence of research on how different artists approach specific themes and/or use particular techniques that can be adapted in their own
work; preliminary and final works to show evidence of thoughtful revision), and review and reflect on the contents of their portfolio to determine how
effectively they have used the creative process
A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to
communicate ideas, information, and/or messages;
A2.1 apply the elements and principles of design with increasing skill and creativity to produce two- and three-dimensional art works that express
personal feelings and communicate specific emotions (e.g., extend their skills in combining various elements and principles to convey a sense of fear,
happiness, hopefulness, despair)
A2.2 apply the elements and principles of design as well as a wide range of art-making conventions with increasing skill and creativity to produce art
works that comment and/or communicate a clear point of view on a variety of issues
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and
demonstrate an understanding of a variety of ways of presenting their works and the works of others.
A3.1 use with increasing skill a wide variety of media, including alternative media, and current technologies to create two- and three-dimensional art
works for a variety of purposes
A3.2 use with increasing skill a wide variety of traditional and current materials, technologies, techniques, and tools to create original art works for a
variety of purposes and audiences
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on
various art works;
B1.1 demonstrate the ability to support their initial responses to a variety of art works with informed understanding of the works’ artistic form and
function (e.g., describe their initial response to an art work, and explain in detail how specific aspects of the work’s content, formal qualities, and
media inform that response)
B1.2 deconstruct with increasing skill and insight the visual content and the use of elements and principles of design in their own art work and the
work of others (e.g., extend their skills in identifying individual elements and principles and aspects of the visual content in an art work, interpreting
their function, and analysing their effect; compare and contrast the use of shape, form, line, texture, space, and balance in Frank Lloyd Wright’s
Falling Water and Moshe Safdie’s Habitat)
B1.3 explain in detail, with reference to a variety of historical and contemporary art works how knowledge of a work’s cultural and historical context,
achieved through extensive research, has clarified and enriched their understanding and interpretation of a work’s intent and meaning
B1.4 describe in detail and reflect on with increasing insight the qualities of their art works and the works of others, and evaluate the effectiveness of
these works using a wide variety of criteria (e.g., provide an informed explanation of why a work of art is, or is not, successful with respect to its ability
to communicate a message or emotion, its technical and aesthetic conventions, its form and stylistic qualities, its originality)
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the societies in which they were created, and how they can affect both
social and personal values;
B2.1 analyse, on the basis of research, the function and social impact of different kinds of art works in both past and present societies
B2.3 assess the impact that the creation and analysis of art works has had on their personal identity and values and their perceptions of society
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to
visual arts;
C1.1 extend their understanding of the elements and principles of design, and use terminology related to these elements and principles correctly and
appropriately when creating or analysing a variety of art works (e.g., when analysing how artists’ manipulation of space, movement, form, and
proportion affects meaning in an installation or an environmental work)
C1.2 explain in detail terminology related to a wide variety of techniques, materials, and tools (e.g., techniques and materials associated with
installation art; additive and subtractive techniques, digital manipulation, impasto, optical colour mixing, pointillism), and use this terminology
correctly and appropriately when creating, analysing, and/or presenting art works
C1.3 explain in detail the stages of the creative process and the critical analysis process, and explain, using appropriate terminology, how these
processes contribute to the successful creation and analysis of art works
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;
C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques used to create
a range of textures in an art work, to develop the connection and relationship between forms in a composition, to draw attention to specific parts of a
work)
C2.2 extend their understanding of the variety of conventions used in visual art (e.g., allegory, appropriation, juxtaposition, synectics; conventions
associated with formalism, objective and non-objective abstraction, propaganda, realism, social commentary), and explain in detail how they are
used in a variety of art works
C3. Responsible Practices: demonstrate an understanding of responsible practices in visual arts.
C3.2 demonstrate appropriate health and safety procedures and conscientious practices in the selection and use of various materials, techniques,
tools, and technologies when producing or presenting art works (e.g., demonstrate safe practices when creating installations, assemblages,
earthworks, constructions, multimedia projects; demonstrate appropriate protocols, deportment, and respect for others when working in a studio or
visiting a presentation space)