Optical Illusions are Optically Amazing

Today I started introducing a lesson with the sixth graders on Optical Illusions. I showed them some artists, such as MC Escher and Bridget Riley and then on the ELMO I showed them some optical illusions my cooperating teacher had. They were the fun ones where you have to tell if an open shape is bigger or smaller than a closed shape. The kids were baffled they were the same size. There were some other fun ones too. The examples I made for the kids to work from were fun and pretty easy. The sphere one reminds me of the bonus rounds on Sonic & Knuckles back when I was a wee tot playing Sega. It's fun stuff.

Small note with this one, make sure the kids mark which colors go in the boxes. A lot of mine had trouble skipping spaces.

The more slacker prone students thought this hand drawing would be the easiest until they really started it. Oh my goodness, one kid was acting like it was the hardest thing in the world just to make straight lines in the background. They crack me up how dramatic they can get.







The lesson plan:

Grade Level: 6th
Lesson Plan Title: Op Art
Stevie Fickert

PROJECT OBJECTIVES/GOALS: Students will:  Learn about optical illusions and artists who used them. They will be shown different examples and be expected to create a work of art that mimics the examples given, both in style and in color patterns. Color theory will be discussed in coordination with the optical illusion itself and how color effects the way it works.  

STUDENT PERFORMANCE OBJECTIVES:
Perceiving/Knowing: Connect selected ideas, concepts and processes used in visual art with those used in other academic disciplines.

Producing/Performing: Generate ideas and engage in thoughtful planning when solving a visual art problem.
Responding/Reflecting: Explain what makes an object a work of art using a range of criteria.

INTERDISCIPLINARY INFORMATION/ CONNECTION:  Math - Using basic geometry to create visually interesting patterns with color.

   
DESCRIPTION OF LEARNERS IN CLASS:  With learners at the Dawning Realism stage of artistic development it is important to remind them that trying to make an object look realistic is the goal. They are concerned about producing a more realistic looking product at this stage rather than just producing work for the sake of production. There are some students in the class who are starting to go into the Pseudo-realistic Stage of development. Some learners in the class have IEP’s that the lesson can be worked around.

MATERIALS:

Each child will need:

A sheet of drawing paper

Colored markers

Ruler

Compass

Pencils

Black and white colored pencils

Erasers

Teacher will need:

Same materials as students for demonstration

Projector for presentation

Elmo for projecting demonstration

Pre-test and post-test materials

PRE CLASS PREPARATIONS

First Day:

Create examples of the three options of op art the students will be given

Create handouts of facts about Op Art

Create Prezi presentation for introduction

Create pre-test and post-test over information to show growth

Second Day:

Have materials ready to be passed out

Have examples posted in the room for reference

Third Day:

Have post-test ready

Have materials ready to be passed out

VOCABULARY:

Value

Tint

Hue

Shade

Contrast

Complementary Colors

Analogous

STIMULATION PRESENTED:
First Day:

Students will be given a pre-test over Op Art. Students will be shown a Prezi presentation of Op Art and shown examples from some of the key Op Artists. They will discuss the technique and movement of the eye through the pieces. They will be shown the examples of the three choices for projects given and each one will be explained how to create them. They will be told that they can vary their designs and incorporate multiple types of Op Art if desired. Color choices will be discussed as a part of the illusion.

Second Day:

Table captains will pass out materials while the information covered the first day is refreshed. Students will be reminded to draw lightly so they can erase easily. Students will have almost the entire class time to work. At the end of class they will be given a study sheet for their post-test.

Third Day:

Students will be given the post-test at the beginning of class. Once they complete their test, they will be given the rest of class time to finish their drawing.

OUTLINE OF CLASS ACTIVITIES:  
First Day:

Pre-test will be given in order to show growth

Give presentation about Op Art and discuss color, drawing technique, and design

Show students examples and demonstrate how to begin each of the different examples

Tell students they can choose one of the three or do a variation of the examples given

If time allows, pass out drawing paper and let students begin sketches

Second Day:

Begin class by asking the class to restate key points from the presentation

Have the Table Captains pass out supplies

Talk about good drawing habits and remind them to draw lightly

Give the rest of class time for work

Third Day:
Begin class with the post-test about Op Art
Have Table Captains pass out supplies
Give students the rest of the time period to finish their pieces

EVALUATION: Students will be given a pre-test and post-test to evaluate their growth. Their work will also be graded by a rubric based on the expectations of the piece; such as color, contrast, value and hue.