LESSONPLAN TEMPLATE
Date Lesson Title Grade Level
Nov. 14 Optical 11usions
Lesson #
Length of Lesson Subject
49mins Art&
Developed by
IDENTIFY DESIRED RESULTS
1. Learner Outcomes from the Program of Studies (cut & paste)
What will students understand or be able to do at the end of this lesson?
Drawings:
Relationships B. - Geometric shapes can be used to create positive and negative spaces.
Investigate B. Overlapping figures
-
or objects create an illusion of space in two-dimensional works.
Compositions:
Components 2 - B. Value or colour can emphasize negative space over positive space.
The students will be able to.. draw an optical illusion from a set of instructions by using their knowledge of art techniques (line, value,
space)to create positive and negative spaces in an artwork thattrick the viewer._
Essential Question: thought provoking in student-friendly language
What role does positive and negative space play in how the audience perceives an artwork?
How can I use my knowledge of and skills in the elements of art to trick my audience?
2. Assessment Strategies (evidence ofongoing learning/development)
Debrief with them before outlining
Check-in at end of class
Written responsewhen done assignment: onethingyou learned, one thing that challenged you, one thingyou felt while doingit
Resources Strategies: Personalization/Differentiation
Video: Talk through, demo, and step-by-step photos to teach process
Encouragement for those who are exceeding to make it realistic
PPT Ability to erase and change as they reflect
Opportunities for their own contribution to lesson
Adapted from Wiggins, Grant &J. MCTighe (1998)
3. LESSON PLAN SEQUENCE
Introduction (aCTIVATE prior knowledge and ENGAGE in the essentlal question)
Attendance
Bridging activity, project to work on between when clay is drying/waiting to be fired/etc.
What: Intro to Op Art, walking through how to draw a basic optical illusion
Why: Learn about use of positive/negative space, demonstrates to me if/how students have grasped Elements of Art (ready for clay?)
w
Demands high grasp of art concepts- must distort line, and space, and consider light direction, colour, pattern
When making Optical illusions, have to think about the audience! Not just about whether we like what we're making, but thinking
aboutwhat someoneelse willseewhen theylook at it
Learning/Activity Sequence (ExPLORE, EXPLAIN &ELABORATE)
What is the TEACHER doing? What are the STUDENTS doing? Approx.
time
Instruction: History and Artists Reflecting on prior exposures to Op Art 8
Pose question: what is an Optical Illusion? Drawing connections between subject areas
Describe very brief history and roots (1960's, tech-inspired) (history, math, science) * hqnlianf mee
Explain how it is commonly achieved (distortion of line
space, addition of colour, understanding of geometry and
and
audience perception)
Video
Video will help reiterate concepts, introduce new artists
I will point out key parts,skip pastlengthy examples
Examples- Guided then Independent analysis Connecting new examples of techniques to prior 55
Show examples and talk through how they would be drawn knowledge and practice of them
Vase/faces: positive/negative space >Offering ideas to discuss familiar techniques in
Muffin tin: shading based on where the light comes from
Have students think about how they would draw them Op Art context
Bridget Riley painting >Identifying techniques from looking at examples
of artists work, Interpreting how they were
Victor Vasarely -Feny used
transition gather supplies: 1 minute to get paper, pencil, ruler and
to
eyes/ears back to me
Gathering Supplies
Guided Practice-
Walkthrough Drawing
Demo drawing a Sphere llusion alongside students, step-by-
Practice sketching beginner-level optical illusion 10
through reproduction and imitation
step
Once done each step, hold itup for meto see/know when done
Adapted from Wiggins, Grant &J. McTighe (1998)
After we have rough outline, RECAP task and criteria for
success(project on screen)
Students use remaining class time to finish all lines, 15
Independent Work Time
start outlining, and colouring
Circulate room, check in with each table, answer questions
If done in one class, can attempt to devise own illusion
Prompt students to think how they can make it more realistic-
analyze and reflect on process/product, how they can improve Apply new knowledge in semi-guided context,
ability to make adaptations
must discuss pencil draft with me before outlining
Reflect, analyse, criticize art to adjust as they go
Demands reflection, opportunity for me to evaluate
Describe process
Conclusion (students' sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning)
How doyou know they understand... or are able to do...?
3 min Cleanup Warning:
Put materials away, paper into table folder
Check in with each table: Tell me one element of art used, and indicate where and how you used it.
tra examples of large-scale (street art, higher-skill examples) to inspire
them when devising theirown illusion
If a lot of time at end, do a whole-class reflection &/or view other examples and talk about their value (from audience and artist perspective)
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