Optical Illusion Art -6th Grade
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Ms. Cacioppo
Art Department
Great Neck South Middle School
8/31/12
Approx. 3 weeks
Art Department
Great Neck South Middle School
8/31/12
Approx. 3 weeks
Rationale:
Students will gain knowledge of the elements of art before learning about the Optical Art movement. Students will analyze the work of Bridget Riley discovering how she used the elements of art to create optical illusion art. They will apply what they have learned to create an 11” x 14” optical illusion inspired project. Using elements of art, such as, line, shape, space and color, students will create high contrast-checker-board optical illusion art that incorporates their name. Students will use bubble or block letters to make closed “shapes” of their name, as well as incorporating additional shapes into their design.
Students will gain knowledge of the elements of art before learning about the Optical Art movement. Students will analyze the work of Bridget Riley discovering how she used the elements of art to create optical illusion art. They will apply what they have learned to create an 11” x 14” optical illusion inspired project. Using elements of art, such as, line, shape, space and color, students will create high contrast-checker-board optical illusion art that incorporates their name. Students will use bubble or block letters to make closed “shapes” of their name, as well as incorporating additional shapes into their design.
Objectives:
Students will:
1. Define and learn about the elements of art.
2. Gain an appreciation and understanding of the history of the Op Art period while learning about the art and
contributions of Bridget Riley.
3. Discover how the elements of art (specifically line, shape, space and color) can be purposefully utilized to create
optical illusion art.
4. Gain an understanding and appreciation for the principles of art and their use in the creation of artwork.
5. Learn about complementary colors, as well as, how to categorize colors in the color families of warm and cool;
they will use this knowledge to create a high contrast-alternating pattern.
6. Reflect on what they have learned as far as vocabulary and technique, by creating an original piece of Op art.
Students will:
1. Define and learn about the elements of art.
2. Gain an appreciation and understanding of the history of the Op Art period while learning about the art and
contributions of Bridget Riley.
3. Discover how the elements of art (specifically line, shape, space and color) can be purposefully utilized to create
optical illusion art.
4. Gain an understanding and appreciation for the principles of art and their use in the creation of artwork.
5. Learn about complementary colors, as well as, how to categorize colors in the color families of warm and cool;
they will use this knowledge to create a high contrast-alternating pattern.
6. Reflect on what they have learned as far as vocabulary and technique, by creating an original piece of Op art.
NYS standards:
Standard 1: Creating, Performing and Participating in the Arts
Students will participate in their learning by completing an activity packet regarding the elements of art. Students will discover how the alternating checkerboard pattern contributes to the optical illusion by completing a handout exercise. They will apply what they learn about the elements of art and the work of Bridget Riley to create their own optical illusion art that incorporates their name into their design.
Standard 2: Knowing and Using Art Materials and Resources
Students will learn how to color with markers in a way that is neat and adds to the craftsmanship of the work.
Standard 3: Responding to and Analyzing Works of Art
Students will be exposed to Optical Illusion Art by watching a brief video clip of the 1965 exhibition, The Responsive Eye, at the Museum of Modern Art; they will see the reactions of people from the 60’s and will share their own reactions to the work, through class discussion. They will analyze and discuss the work of Bridget Riley discovering how she used the elements of art to create illusion.
Standard 4: Understanding The Cultural Dimensions and Contributions of The Art
Students will understand the contribution of Op art to the art world; how it introduced modern art to society making the viewer an “active” viewer of the artwork.
Standard 1: Creating, Performing and Participating in the Arts
Students will participate in their learning by completing an activity packet regarding the elements of art. Students will discover how the alternating checkerboard pattern contributes to the optical illusion by completing a handout exercise. They will apply what they learn about the elements of art and the work of Bridget Riley to create their own optical illusion art that incorporates their name into their design.
Standard 2: Knowing and Using Art Materials and Resources
Students will learn how to color with markers in a way that is neat and adds to the craftsmanship of the work.
Standard 3: Responding to and Analyzing Works of Art
Students will be exposed to Optical Illusion Art by watching a brief video clip of the 1965 exhibition, The Responsive Eye, at the Museum of Modern Art; they will see the reactions of people from the 60’s and will share their own reactions to the work, through class discussion. They will analyze and discuss the work of Bridget Riley discovering how she used the elements of art to create illusion.
Standard 4: Understanding The Cultural Dimensions and Contributions of The Art
Students will understand the contribution of Op art to the art world; how it introduced modern art to society making the viewer an “active” viewer of the artwork.
Resources: http://www.youtube.com/watch?v=XSVQqJo0Pmk ( video clip of Mike Wallace - 1965 Responsive eye exhibition), Scholastic article “Bridget Riley”
Materials:
Elements of art activity packet (edited), Op Art Handout, 11” x 14” paper, pencils, erasers, rulers, and markers.
Elements of art activity packet (edited), Op Art Handout, 11” x 14” paper, pencils, erasers, rulers, and markers.
Vocabulary:
Line- the most basic element of art can vary is thickness. They can be sharp, soft, curvy, wavy, parallel, vertical, etc.
Shape- is an area defined by value, color or line. Shapes can be outlined or solid.
Space- refers to distances or areas around, between or within components of a piece. Space can be positive or negative.
Color
Warm Colors- colors associated with heat, described as colors of the sun such as yellow, red, orange etc.
Cool Colors- described as colors of the sea. Such as green, blue-green, blue, blue-violet, etc.
Complementary Colors- two colors directly opposite each other on the color wheel.
Value- relative lightness or darkness of an art material, i.e. a pencil; value also relates to how the parts of a picture relate to one another with respect to lightness and darkness.
Contrast- is a principle of design that refers to the arrangement of opposites i.e. smooth/textured light/dark
Pattern- is a principle of art. Refers to the repetition of an element(s) in a work of art.
Movement- can be still or dynamic. It is a principle of art often used to create the look and feeling of action. Movement also refers to how the viewer’s eye is guided throughout the composition.
Line- the most basic element of art can vary is thickness. They can be sharp, soft, curvy, wavy, parallel, vertical, etc.
Shape- is an area defined by value, color or line. Shapes can be outlined or solid.
Space- refers to distances or areas around, between or within components of a piece. Space can be positive or negative.
Color
Warm Colors- colors associated with heat, described as colors of the sun such as yellow, red, orange etc.
Cool Colors- described as colors of the sea. Such as green, blue-green, blue, blue-violet, etc.
Complementary Colors- two colors directly opposite each other on the color wheel.
Value- relative lightness or darkness of an art material, i.e. a pencil; value also relates to how the parts of a picture relate to one another with respect to lightness and darkness.
Contrast- is a principle of design that refers to the arrangement of opposites i.e. smooth/textured light/dark
Pattern- is a principle of art. Refers to the repetition of an element(s) in a work of art.
Movement- can be still or dynamic. It is a principle of art often used to create the look and feeling of action. Movement also refers to how the viewer’s eye is guided throughout the composition.
Management:
Students will be assigned seats. Each table will have a captain that is responsible for collecting student work and return it to the bin, located at the back of the classroom.
Students will be assigned seats. Each table will have a captain that is responsible for collecting student work and return it to the bin, located at the back of the classroom.
Procedure:
Day 1 Aim: Students learn the elements of art, and that they are the basic components used in the visual arts. Students will read and complete activities (line, shape, and space) in the packet.
Set up: Please take a packet, (the elements of art); you will also need a pencil today.
Do Now: What are the elements of art? Why do you think they are important to artists using different mediums such as: painters, sculptures etc.? On the back of your packet, write your answer. If you are unsure, make an educated guess. Anticipated student responses: Students will name some of the elements of art possibly, line, shape, a few students might understand that all artists of various mediums, use the same elements, such as line, or shape.
· The teacher will start class be moving students into their assigned seats. Students that have their homework
(assigned to bring in three pencils labeled with their name, on day one) place them in the class storage bin at this
time.
· The teacher will call on student volunteers to share their answer to the Do Now question. She will then discuss
what the elements of art are and why they are important to the visual arts.
· The teacher will guide the class through the activity packet, as a class we will read about line, shape, and space.
Students will be given time to complete the activity that accompanies each page.
· Previously assigned table captains will collect the student work.
· Closure: The teacher will call on students to share one thing they learned in class today.
Day 1 Aim: Students learn the elements of art, and that they are the basic components used in the visual arts. Students will read and complete activities (line, shape, and space) in the packet.
Set up: Please take a packet, (the elements of art); you will also need a pencil today.
Do Now: What are the elements of art? Why do you think they are important to artists using different mediums such as: painters, sculptures etc.? On the back of your packet, write your answer. If you are unsure, make an educated guess. Anticipated student responses: Students will name some of the elements of art possibly, line, shape, a few students might understand that all artists of various mediums, use the same elements, such as line, or shape.
· The teacher will start class be moving students into their assigned seats. Students that have their homework
(assigned to bring in three pencils labeled with their name, on day one) place them in the class storage bin at this
time.
· The teacher will call on student volunteers to share their answer to the Do Now question. She will then discuss
what the elements of art are and why they are important to the visual arts.
· The teacher will guide the class through the activity packet, as a class we will read about line, shape, and space.
Students will be given time to complete the activity that accompanies each page.
· Previously assigned table captains will collect the student work.
· Closure: The teacher will call on students to share one thing they learned in class today.
Day 2 Aim: Students will learn the remaining three elements of art and how they contribute to the creation of art. They will complete (value, color, and texture) in the packet.
Do Now: What two categories are there for shapes? Explain- Students that have their homework (pencils), should put them away.
· Students will take out their packets and as a class, will learn and engage in a brief activity concerning ‘value’.
· As a class, they will learn how color affects design and finish with an activity that will help students to
comprehend the differences between physical texture and visual texture.
· Time allowing- the class may start the article about Bridget Riley.
· Closure: The teacher will ask a series of questions that review the vocabulary they have been learning over the
last two days. i.e. the most basic element of art is….?, What vocabulary word describes the category of texture
you touch? Etc.
Do Now: What two categories are there for shapes? Explain- Students that have their homework (pencils), should put them away.
· Students will take out their packets and as a class, will learn and engage in a brief activity concerning ‘value’.
· As a class, they will learn how color affects design and finish with an activity that will help students to
comprehend the differences between physical texture and visual texture.
· Time allowing- the class may start the article about Bridget Riley.
· Closure: The teacher will ask a series of questions that review the vocabulary they have been learning over the
last two days. i.e. the most basic element of art is….?, What vocabulary word describes the category of texture
you touch? Etc.
Day 3 Aim: Students will understand the objective of Op Art and begin the Op Art handout.
Set up: Please take a handout, (an article on Bridget Riley); you will also need a pencil today.
Do Now: Look at the image and move your eyes up and down. How do you feel? What do you think the title of this work is? (Image of work by Bridget Riley) Anticipated student responses: Dizzy, Shaky, Silly, Wobbly etc.
· The instructor will use the student responses to lead a brief discussion on the history and characteristics of Op
Art.
o The term “Optical Art” or more commonly “Op Art” was invented in the 60’s, when a writer for Time
Magazine used the term to describe a new style of art.
o The term references the fact that Op Art is comprised of illusion.
o A major exhibition of Op art was held 1965 at the Museum of Modern Art; that show made the public
aware of this style of art. However an artist named Victor Vasarely is credited with pioneering the
movement with his painting 1938 painting entitled Zebra.
o The teacher will show a 5 minute video clip of Mike Wallace’s broadcast regarding the 1965 exhibition,
http://www.youtube.com/watch?v=XSVQqJo0Pmk
· The class will read an article from Scholastic magazine about Op artist Bridget Riley.
· The instructor will utilize what students have learned from the article and images to help the students review the
elements: line and shape. The teacher will demonstrate how closing a line creates a shape.
· Students will be asked to pass forward the Bridget Riley articles as the instructor displays a finished example of
the project.
· Closure: What elements of art do Optical illusion artists use most in their work?
Set up: Please take a handout, (an article on Bridget Riley); you will also need a pencil today.
Do Now: Look at the image and move your eyes up and down. How do you feel? What do you think the title of this work is? (Image of work by Bridget Riley) Anticipated student responses: Dizzy, Shaky, Silly, Wobbly etc.
· The instructor will use the student responses to lead a brief discussion on the history and characteristics of Op
Art.
o The term “Optical Art” or more commonly “Op Art” was invented in the 60’s, when a writer for Time
Magazine used the term to describe a new style of art.
o The term references the fact that Op Art is comprised of illusion.
o A major exhibition of Op art was held 1965 at the Museum of Modern Art; that show made the public
aware of this style of art. However an artist named Victor Vasarely is credited with pioneering the
movement with his painting 1938 painting entitled Zebra.
o The teacher will show a 5 minute video clip of Mike Wallace’s broadcast regarding the 1965 exhibition,
http://www.youtube.com/watch?v=XSVQqJo0Pmk
· The class will read an article from Scholastic magazine about Op artist Bridget Riley.
· The instructor will utilize what students have learned from the article and images to help the students review the
elements: line and shape. The teacher will demonstrate how closing a line creates a shape.
· Students will be asked to pass forward the Bridget Riley articles as the instructor displays a finished example of
the project.
· Closure: What elements of art do Optical illusion artists use most in their work?
Day 4 Aim: Students will understand how to use the elements of art to create illusions. Set up: Please take a handout, (Op art exercise); you will also need a pencil today.
Do Now: Read the instructions for creating your own optical illusion. (Finished example of the project will be displayed).
· The instructor will explain the assignment, and then call on students to reiterate the directions for the Op art
exercise.
· The handout (exercise/handout of Op Art) has vertical (columns) and horizontal (rows) lines already drawn.
· Using the classroom visualizer the teacher will demonstrate the steps of the assignment. 1. How to add shapes
(block or bubble letters) 2. How to create the alternating checkerboard pattern by coloring in every other shape.
· Student activity: students will be given class time to create a maximum of five shapes.
· If time allows the students will be asked to choose one colored pencil, to color in the checkerboard pattern.
· Closure: What is the main objective of Op art? Anticipated responses: To create the look of movement, to fool
the eye. What elements of art are used in Op Art (question is asked while a completed sample of student work is
displayed)? Anticipated response: Line, Shape, Color, Space.
Do Now: Read the instructions for creating your own optical illusion. (Finished example of the project will be displayed).
· The instructor will explain the assignment, and then call on students to reiterate the directions for the Op art
exercise.
· The handout (exercise/handout of Op Art) has vertical (columns) and horizontal (rows) lines already drawn.
· Using the classroom visualizer the teacher will demonstrate the steps of the assignment. 1. How to add shapes
(block or bubble letters) 2. How to create the alternating checkerboard pattern by coloring in every other shape.
· Student activity: students will be given class time to create a maximum of five shapes.
· If time allows the students will be asked to choose one colored pencil, to color in the checkerboard pattern.
· Closure: What is the main objective of Op art? Anticipated responses: To create the look of movement, to fool
the eye. What elements of art are used in Op Art (question is asked while a completed sample of student work is
displayed)? Anticipated response: Line, Shape, Color, Space.
Day 5 Finish handout – begin the final artwork using the elements of art to create a grid necessary for the Op Art project.
Set-Up: (A box of colored pencils will be at every table) Find your handout from yesterday; and take out your pencil.
Do Now: THIS SHOULD BE DONE ON THE BACK OF YOUR HANDOUT.
Using your first initial, and recalling what you have learned about line and shape; use line to create shapes of your first initial. (The teacher will demonstrate how to accomplish this by creating examples, such as, bubble, block and stylized letters.
· She will give the students a few minutes to play with the shapes of their initials.
· The instructor will review how to color in the checkerboard pattern.
· Students will be given 10 minutes to finish coloring in their Optical Illusion handout.
· As the students are working to finish their Op Art handout, the teacher will distribute the 11” x 14” paper that will
be used for the final project.
· After ten minutes (the teacher will give a count down as to the working time remaining), students are asked to
stop working on the handout.
· The students will be instructed to write their name, (small), on the bottom left hand corner of their papers.
· The teacher will then show students how lines can be used to create vertical columns and horizontal rows to
make the grid for their Op Art. The lines could be straight, wavy, or jagged. She will explain that the lines that
make up the vertical columns, and horizontal rows cannot overlap or touch each other and should be spaced
approximately one inch apart.
· The teacher will explain that the students will be graded on their use of art elements such as: line, shape and
color to create the illusion of movement.
· The teacher will select three finished student pieces and ask the students, “Which piece uses line to create the
illusion of movement?” She will ask the students to explain, “How line is used to create the illusion of
movement?” This sequencing of questions will repeat regarding shape and color.
· Using pencil, students will use the element of line to create columns and rows across their portfolio cover
(students will be reminded to keep a distance of approximately 1” between lines [rows and columns])
· When the students are ready for the next step, the instructor will show the students how to add their name to
the design (shapes may be added as well). The letters/shapes must be closed shapes.
· Students who have finished, will be asked to practice writing their names in block or bubble letters on the back
of the Op Art handout. Students should consider the placement of their names.
· Closure: Displaying a finished student sample, the teacher asks students to recall from previous day, “what
elements of art are used in Op Art?” Teacher will use the students response to review vocabulary from the
lesson by asking students to define the elements they recall such as line, i.e. line is the most basic element of
art, lines could be curved, wavy, straight etc.
Set-Up: (A box of colored pencils will be at every table) Find your handout from yesterday; and take out your pencil.
Do Now: THIS SHOULD BE DONE ON THE BACK OF YOUR HANDOUT.
Using your first initial, and recalling what you have learned about line and shape; use line to create shapes of your first initial. (The teacher will demonstrate how to accomplish this by creating examples, such as, bubble, block and stylized letters.
· She will give the students a few minutes to play with the shapes of their initials.
· The instructor will review how to color in the checkerboard pattern.
· Students will be given 10 minutes to finish coloring in their Optical Illusion handout.
· As the students are working to finish their Op Art handout, the teacher will distribute the 11” x 14” paper that will
be used for the final project.
· After ten minutes (the teacher will give a count down as to the working time remaining), students are asked to
stop working on the handout.
· The students will be instructed to write their name, (small), on the bottom left hand corner of their papers.
· The teacher will then show students how lines can be used to create vertical columns and horizontal rows to
make the grid for their Op Art. The lines could be straight, wavy, or jagged. She will explain that the lines that
make up the vertical columns, and horizontal rows cannot overlap or touch each other and should be spaced
approximately one inch apart.
· The teacher will explain that the students will be graded on their use of art elements such as: line, shape and
color to create the illusion of movement.
· The teacher will select three finished student pieces and ask the students, “Which piece uses line to create the
illusion of movement?” She will ask the students to explain, “How line is used to create the illusion of
movement?” This sequencing of questions will repeat regarding shape and color.
· Using pencil, students will use the element of line to create columns and rows across their portfolio cover
(students will be reminded to keep a distance of approximately 1” between lines [rows and columns])
· When the students are ready for the next step, the instructor will show the students how to add their name to
the design (shapes may be added as well). The letters/shapes must be closed shapes.
· Students who have finished, will be asked to practice writing their names in block or bubble letters on the back
of the Op Art handout. Students should consider the placement of their names.
· Closure: Displaying a finished student sample, the teacher asks students to recall from previous day, “what
elements of art are used in Op Art?” Teacher will use the students response to review vocabulary from the
lesson by asking students to define the elements they recall such as line, i.e. line is the most basic element of
art, lines could be curved, wavy, straight etc.
Day 5-6
Set-Up: Take out your artwork, and a pencil.
Do Now: Which image displays a strong sense of contrast? Be ready to explain your answer. (Two Op Art samples will be on display - one, with colors that are analogous and one that uses complimentary colors)
· The teacher will use student’s responses from the ‘Do Now’ to segue into a conversation about contrast (student
work will be assessed in the category of color, by their ability to choose and utilize high contrast colors in their
design). The teacher elicits student responses as the class defines contrast.
· The teacher will ask the students a higher order-thinking question: “What color schemes would fill the
requirement for displaying high contrast?” Anticipated answers: Black and white, light and dark, complementary.
· The teacher will expand on student responses and use the color wheel to illustrate the relationship of
complementary colors. She will explain that complementary colors are found directly across form one another
on the color wheel. Teacher question: “Can someone give me an example of another set of complementary
colors?” Student response: Red and Green, Violet and Yellow, Blue and Orange.
· The teacher will further explain that colors found next to each other on the color wheel are called analogous
colors. “If the goal were to use contrasting colors, which color scheme would fulfill this goal analogous or
complementary colors, and explain how you came to this decision?” Student answer: Complimentary, because
analogous colors are very closely related as far as color and so are not the best choice as far as contrast. The
teacher will explain that there is another color scheme she would like students to be aware of for the project,
warm and cool.
· The students will have studio time to work on adding their name in bubble or block letters, and possibly shapes,
to their work.
Set-Up: Take out your artwork, and a pencil.
Do Now: Which image displays a strong sense of contrast? Be ready to explain your answer. (Two Op Art samples will be on display - one, with colors that are analogous and one that uses complimentary colors)
· The teacher will use student’s responses from the ‘Do Now’ to segue into a conversation about contrast (student
work will be assessed in the category of color, by their ability to choose and utilize high contrast colors in their
design). The teacher elicits student responses as the class defines contrast.
· The teacher will ask the students a higher order-thinking question: “What color schemes would fill the
requirement for displaying high contrast?” Anticipated answers: Black and white, light and dark, complementary.
· The teacher will expand on student responses and use the color wheel to illustrate the relationship of
complementary colors. She will explain that complementary colors are found directly across form one another
on the color wheel. Teacher question: “Can someone give me an example of another set of complementary
colors?” Student response: Red and Green, Violet and Yellow, Blue and Orange.
· The teacher will further explain that colors found next to each other on the color wheel are called analogous
colors. “If the goal were to use contrasting colors, which color scheme would fulfill this goal analogous or
complementary colors, and explain how you came to this decision?” Student answer: Complimentary, because
analogous colors are very closely related as far as color and so are not the best choice as far as contrast. The
teacher will explain that there is another color scheme she would like students to be aware of for the project,
warm and cool.
· The students will have studio time to work on adding their name in bubble or block letters, and possibly shapes,
to their work.
Day 6-7
Set-Up: Take out your work, and a pencil.
· The teacher will demonstrate (on the visualizer) the importance of using a pencil to plan out the checkerboard
pattern.
· Students will have work time. Students will finish adding their names and possibly shapes to their work prior to
using a pencil to figure out the alternating pattern design.
· Closure: Teacher will call on students asking them related questions. i.e., “What is the relationship of
complementary colors to one another? What is the complement of orange? Please give an example of a warm
color?” Etc.
Set-Up: Take out your work, and a pencil.
· The teacher will demonstrate (on the visualizer) the importance of using a pencil to plan out the checkerboard
pattern.
· Students will have work time. Students will finish adding their names and possibly shapes to their work prior to
using a pencil to figure out the alternating pattern design.
· Closure: Teacher will call on students asking them related questions. i.e., “What is the relationship of
complementary colors to one another? What is the complement of orange? Please give an example of a warm
color?” Etc.
Day 8-10
Set-Up: Take out your work, and a pencil.
Do Now: (Two examples that have been colored in, will be displayed [one example will exhibit poor craftsmanship while the other will show good craftsmanship]) Which artwork portrays good craftsmanship? In your own words, what is craftsmanship? How is it related to art?
· The teacher will lead a brief discussion on craftsmanship before demonstrating how to color neatly- by coloring in
the same direction.
· Students will be given work time to color in their design.
· Students, who have completed their project, will work on their written reflections.
· Closure: What are some of the characteristics of Optical illusion art?
Day 11
· Students will have the period to complete their written reflections.
Set-Up: Take out your work, and a pencil.
Do Now: (Two examples that have been colored in, will be displayed [one example will exhibit poor craftsmanship while the other will show good craftsmanship]) Which artwork portrays good craftsmanship? In your own words, what is craftsmanship? How is it related to art?
· The teacher will lead a brief discussion on craftsmanship before demonstrating how to color neatly- by coloring in
the same direction.
· Students will be given work time to color in their design.
· Students, who have completed their project, will work on their written reflections.
· Closure: What are some of the characteristics of Optical illusion art?
Day 11
· Students will have the period to complete their written reflections.
Conclusion & Lesson Summary:
1. The lesson will conclude with a written reflection.
Evaluation:
1. Direct observation of students working, to check for understanding and to assess the students’ comprehension.
2. Evaluation of student responses during lesson.
3. The Op art work will be graded using the attached rubric.
1. The lesson will conclude with a written reflection.
Evaluation:
1. Direct observation of students working, to check for understanding and to assess the students’ comprehension.
2. Evaluation of student responses during lesson.
3. The Op art work will be graded using the attached rubric.