Exploring and Responding to well known op art
Lesson Focus: Reflecting on famous Op Art pieces
Date:
Grade: Grade Four
Duration of Lesson: 60 minutes
Equipment
12+ op art pieces– printed out or previous year levels’ work
Standards
· Students identify and describe key features of arts works from their own and
other cultures
Assessment
· Discussion contribution
· Written piece identifying elements of op art pieces
Content of Lesson
Introduction: 5 minutes
· One op art piece at front of room (interactive
whiteboard if applicable)
· Class brainstorm (throwing ball perhaps?) – What do you notice
- Responses to look for:
Colour (contrasting, black & white), pattern, linear,
repetition, geometric shapes, effect produced
- List the elements on the
board
Development: 10 minutes
· Second op art piece shown at front of room
· Running down the list of elements, elaborate on this second piece as a class discussion
· If students do not cover appropriate factors, introduce them and explore definition
Consolidation and
practice:35-40
minutes
· 10+ op art pieces stuck up around the room – gallery style
· Use pieces that vary in colour, shape, linearity and the effect that it
produces
· Students, in groups of 2 or 3, walk around the room
and describe each piece, writing in book or on single sheet.
· Students make links between artwork in their written piece.
Closure: 5 minutes
· Were all the pieces the same?
· Were there similar links?
· Were there major differences?
NB: This lesson links directly to the
fourth lesson, where students analyse their own work and the work of their
peers
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Exploring and Responding to well known op art lesson | |
File Size: | 66 kb |
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Op art elements list for discussion | |
File Size: | 50 kb |
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Creating and Making - Bridget Riley - Movement in Squares
Lesson Focus: Movement in Squares by Bridget Riley (1961) – Understanding pattern and colour in Op Art
Date:
Grade: Grade Four
Duration of Lesson: 90 Minutes
Equipment
· Colour pencils
· Class set of
rulers
· Class set of templates
Standards
· Students show evidence of arts knowledge when planning arts
works for different purposes.
· Students comment on the development and
presentation of their arts works,
including the use of specific arts elements, principles
techniques and processes.
Assessment
· Discussion
· Understanding, when
producing their own version of the piece, the
importance of the pattern.
· Piece placed in portfolio if applicable
Content of Lesson
Introduction: 10 minutes
· Introduce ‘op art’ – optical art. Ask who knows what an optical illusion is? Examples?
· Introduce Bridget Riley and her piece ‘Movement in Squares’ (1961)
- Short biography on board, her place in op art.
· Ask students to view the piece for about 30 seconds. Ask ‘What do you notice’?
Development: 15 minutes
· Discuss what gives the moving illusion
- Two factors, alternating colours and ‘squares’ becoming thinner towards middle
· Is there a pattern? Ask students to focus on this.
· Can you identify curved pattern, straight patterns?
· Would it only work with black and white?
· Colours are complimentary / ‘opposite’. Black and white. Other colour combinations. Use harsh combinations (Black and white, Blue and yellow,
Green and red). Would blue and purple be as effective?
Consolidation and practice: 50-60 minutes
(First section should only take 15 minutes)
· Students are first given a printed template – supplied on website
· Ask them to colour in black (and white), alternating squares. Explain what this means. No same colours right next to each other - Only diagonal.
· Three examples up to the front: pass around the class. Was the desired effect created?
(Second section – students create their own)
· Students design their own template. Measure rectangle on page.
· Rows are always the same distance apart; columns vary in width – Model on whiteboard.
· Remind students to make the columns gradually closer together, then widen again.
· Pull out group may be necessary.
· Students, once finished template, fill in with any colours they wish.
· Use piece for folio if applicable
Closure: 5 minutes
· Discuss what parts of the pattern achieved the effect
· Examples from class of what colour combinations worked well
Date:
Grade: Grade Four
Duration of Lesson: 90 Minutes
Equipment
· Colour pencils
· Class set of
rulers
· Class set of templates
Standards
· Students show evidence of arts knowledge when planning arts
works for different purposes.
· Students comment on the development and
presentation of their arts works,
including the use of specific arts elements, principles
techniques and processes.
Assessment
· Discussion
· Understanding, when
producing their own version of the piece, the
importance of the pattern.
· Piece placed in portfolio if applicable
Content of Lesson
Introduction: 10 minutes
· Introduce ‘op art’ – optical art. Ask who knows what an optical illusion is? Examples?
· Introduce Bridget Riley and her piece ‘Movement in Squares’ (1961)
- Short biography on board, her place in op art.
· Ask students to view the piece for about 30 seconds. Ask ‘What do you notice’?
Development: 15 minutes
· Discuss what gives the moving illusion
- Two factors, alternating colours and ‘squares’ becoming thinner towards middle
· Is there a pattern? Ask students to focus on this.
· Can you identify curved pattern, straight patterns?
· Would it only work with black and white?
· Colours are complimentary / ‘opposite’. Black and white. Other colour combinations. Use harsh combinations (Black and white, Blue and yellow,
Green and red). Would blue and purple be as effective?
Consolidation and practice: 50-60 minutes
(First section should only take 15 minutes)
· Students are first given a printed template – supplied on website
· Ask them to colour in black (and white), alternating squares. Explain what this means. No same colours right next to each other - Only diagonal.
· Three examples up to the front: pass around the class. Was the desired effect created?
(Second section – students create their own)
· Students design their own template. Measure rectangle on page.
· Rows are always the same distance apart; columns vary in width – Model on whiteboard.
· Remind students to make the columns gradually closer together, then widen again.
· Pull out group may be necessary.
· Students, once finished template, fill in with any colours they wish.
· Use piece for folio if applicable
Closure: 5 minutes
· Discuss what parts of the pattern achieved the effect
· Examples from class of what colour combinations worked well
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Bridget Riley Movement in Squares lesson | |
File Size: | 67 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/image.png)
Movement in Squares template | |
File Size: | 56 kb |
File Type: | jpg |
![](http://www.weebly.com/weebly/images/file_icons/image.png)
Movement in Squares - Black & White | |
File Size: | 51 kb |
File Type: | jpg |
Creating and Making - Two Cubes Design
Lesson Focus: Creating a two cube image
Date:
Grade: Grade Four
Duration of Lesson: 90 Minutes
Equipment
· Colour pencils
· Class set of rulers
· Isometric dot paper (available from website)
· Step guide (available from website)
Standards
· Display knowledge while planning art work
· Using pattern, repetition and contrast (colour)
· Students comment on the exploration, development and presentation of their arts works
· They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies.
Assessment
· Ability to follow step-guide
· Use of colour contrast
Content of Lesson
Introduction: 10 minutes
· Recap on op-art
· Show students a completed design (available from website), then
remove.
· What did they notice? Did it look like a cube with a piece missing, or a smaller cube positioned in front of a larger one?
Development: 15 minutes
· Model drawing of 3D cube – Perhaps get a student to do one to engage
· Introduce students to isometric paper – enlarged piece on whiteboard?
· Explain that students will need to plan carefully – looking for symmetry.
· Model first few steps for students
· Discuss the use of lines in the drawing – each line follows important dot points
· Discuss what preparation may be required, or what should be kept in mind
- How long a line should be (how many dots)
- How many lines between (in spaces)
Consolidation and practice: 50-60 minutes
· In pairs, students follow the guide sheet to create their own rendition on isometric dot paper.
· Upon first completion, ask students to stop and briefly discuss colour schemes.
- Perhaps have darker colours on the centre cube and lighter shades on the larger cube.
- Colour scheme could also be similar throughout the entire piece.
- Does every unit need to be coloured, or could some be left white?
Closure: 5 minutes
· Was the desired effect produced?
· Does colour impact on the way the piece is viewed?
· Was there a pattern?
Date:
Grade: Grade Four
Duration of Lesson: 90 Minutes
Equipment
· Colour pencils
· Class set of rulers
· Isometric dot paper (available from website)
· Step guide (available from website)
Standards
· Display knowledge while planning art work
· Using pattern, repetition and contrast (colour)
· Students comment on the exploration, development and presentation of their arts works
· They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technologies.
Assessment
· Ability to follow step-guide
· Use of colour contrast
Content of Lesson
Introduction: 10 minutes
· Recap on op-art
· Show students a completed design (available from website), then
remove.
· What did they notice? Did it look like a cube with a piece missing, or a smaller cube positioned in front of a larger one?
Development: 15 minutes
· Model drawing of 3D cube – Perhaps get a student to do one to engage
· Introduce students to isometric paper – enlarged piece on whiteboard?
· Explain that students will need to plan carefully – looking for symmetry.
· Model first few steps for students
· Discuss the use of lines in the drawing – each line follows important dot points
· Discuss what preparation may be required, or what should be kept in mind
- How long a line should be (how many dots)
- How many lines between (in spaces)
Consolidation and practice: 50-60 minutes
· In pairs, students follow the guide sheet to create their own rendition on isometric dot paper.
· Upon first completion, ask students to stop and briefly discuss colour schemes.
- Perhaps have darker colours on the centre cube and lighter shades on the larger cube.
- Colour scheme could also be similar throughout the entire piece.
- Does every unit need to be coloured, or could some be left white?
Closure: 5 minutes
· Was the desired effect produced?
· Does colour impact on the way the piece is viewed?
· Was there a pattern?
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Two Cubes lesson | |
File Size: | 68 kb |
File Type: |
![](http://www.weebly.com/weebly/images/file_icons/image.png)
cubes_step_guides.jpg | |
File Size: | 863 kb |
File Type: | jpg |
Billedkunst. (2012). Dice. Retrieved from http://frubilledkunst.blogspot.com.au/search/label/Op%20art
Exploring and Responding to students' own op art
Lesson Focus: Reflecting on own op art pieces
NB: This lesson directly links to the first lesson, where students analyse well known op art pieces, and the second and third lessons where their own op art pieces are created.
Date:
Grade: Grade Four
Duration of Lesson: 60 minutes
Equipment
· Students own work
· Small pieces of paper for written comments
Standards
· Students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes.
Assessment
· Discussion contribution
· Written piece identifying elements of own op art pieces
Content of Lesson
Introduction: 5 minutes
· Students are told that they will be having their own gallery exhibition
· Brainstorm what might be necessary for such an exhibition
- Clear room, walking space, pieces on display, quiet voices
Development: 10 minutes
· What kinds of pieces have we been exploring and creating?
· Were there limitations to the style?
· What were the purposes of the pieces?
· What elements did we identify?
· Was it easy to create their pieces?
· Where there problems (i.e. Difficult to follow dots on isometric paper)?
Consolidation and practice: 35-40 minutes
· Students take pieces out of folio (if necessary) and present on a table, with their name (if they wish).
· Individually, students walk around the gallery viewing pieces and writing comments on similarities and differences, the impact that these
similarities and differences had on the pieces and the effect that resulted.
· Students may write positive feedback about each other’s work on small pieces of paper.
- Things to comment on: Colour, execution etc.
- Students, in books, write a reflective piece on the successes and challenges of creating op art pieces, as well as points on ‘what makes op art op art.’
Closure: 5 minutes
· Positive feedback from students on the experience
· Stand out pieces?
NB: This lesson directly links to the first lesson, where students analyse well known op art pieces, and the second and third lessons where their own op art pieces are created.
Date:
Grade: Grade Four
Duration of Lesson: 60 minutes
Equipment
· Students own work
· Small pieces of paper for written comments
Standards
· Students comment on the exploration, development and presentation of their arts works, including the use of specific arts elements, principles and/or conventions, skills, techniques and processes.
Assessment
· Discussion contribution
· Written piece identifying elements of own op art pieces
Content of Lesson
Introduction: 5 minutes
· Students are told that they will be having their own gallery exhibition
· Brainstorm what might be necessary for such an exhibition
- Clear room, walking space, pieces on display, quiet voices
Development: 10 minutes
· What kinds of pieces have we been exploring and creating?
· Were there limitations to the style?
· What were the purposes of the pieces?
· What elements did we identify?
· Was it easy to create their pieces?
· Where there problems (i.e. Difficult to follow dots on isometric paper)?
Consolidation and practice: 35-40 minutes
· Students take pieces out of folio (if necessary) and present on a table, with their name (if they wish).
· Individually, students walk around the gallery viewing pieces and writing comments on similarities and differences, the impact that these
similarities and differences had on the pieces and the effect that resulted.
· Students may write positive feedback about each other’s work on small pieces of paper.
- Things to comment on: Colour, execution etc.
- Students, in books, write a reflective piece on the successes and challenges of creating op art pieces, as well as points on ‘what makes op art op art.’
Closure: 5 minutes
· Positive feedback from students on the experience
· Stand out pieces?
![](http://www.weebly.com/weebly/images/file_icons/pdf.png)
Exploring and Responding to students' own op art lesson | |
File Size: | 65 kb |
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