ART Value and Painting: Stage 1 Desired Results

Established Goals

Students will:
- create an optical
illusion using
complementary
colours.
-Explain
characteristics of
the Op art
movement and how
Op art appears to
move
-explore different
optical illusions,
focusing and
mastering 2
different illusions.

TRANSFER GOAL

Students will understand the importance of design and craftsmanship through their exploration of
the Op Art movement.
Students will be able to create many different Op Art illusion designs and become familiar with
building 3D structures
MEANING
Enduring Understandings:

Essential Questions:

Students will understand that

Students will keep considering

U1 To create successful optical illusions it is important to

focus on the craftsmanship and being precise with the work.

Q 1 What are the characteristics of the Op Art

movement?

U2 Two Dimensional works allow for an artist to create

stimulating images that appear to be three dimensional.

Q2 How does Op art appear to play with their

viewers?

U3 Art work can be created through mathematics and should

be considered when developing artwork.

Q3 How are 2D and 3D designs similar/different?

U4 Common materials, such as paper, can be used to create

3D structures.

Q4 In what ways do 2D and 3D art try to mimic one

another?
Q5 How are the images created in Op art?

-Create a cube (3D

structure) and apply
6 optical planes on
the cube.

Q6 What does Op art remind you of?

Q7 What can we learn from the techniques
discovered from the Op Artists?
ACQUISITION OF KNOWLEDGE & SKILLS

Students will know

Students will be skilled at

Grade 7

Grade 7

[Drawings] Investigate

[Drawings] Record:

C. Unusual combinations of shapes can suggest the invention

of fantasy or mysterious images.

B. Describing the internal and external boundaries of

forms is one of the purposes of drawing.

[Compositions] Components 2:

[Drawings] Investigate

C. Two-dimensional materials can be used to make

compositions demonstrating simple pictorial space.

D. Strong, definite use of line suggests energy and

clarity of images.

[Encounters] Impact of Images:

[Drawings] Articulate and Evaluate

C. The Ways people generate visual works can be influenced by

a number of factors.

C. Identifying and discussing ones problems in drawing

and composing images is part of learning to talk about
art.
[Compositions] Components 2:
A. Sculptures can be formed using materials in additive
and subtractive ways to demonstrate formal and
informal balance

Grade 8

Grade 8

[Drawings] Communicate

[Drawings] Investigate:

A. Line can be added rhythmically to add mood or movement

to a two-dimensional image.

C. The amount of detail depicted creates spatial depth

in two-dimensional work.

[Compositions] Relationships 1:

D. Parallel lines meeting at a vanishing point create

linear perspective in two-dimensional works.

A. A pattern or motif can be repeated to create certain spatial

effects.
[Compositions] Relationships 2:
A. Techniques and media that students have used to make
their images can be identified and described
C. Discussing the most appealing or favorite part of a students
own work is part of learning to talk about art.

[Drawings] Articulate and Evaluate:

A. Identifying and describing techniques and media is
part of learning to talk about art.
C. Discussing the most appealing or favorite part of a
students own work is part of learning to talk about art.
[Compositions] Components 2:
Value or colour can emphasize negative space over
positive space.

STAGE 2 Evidence

Evaluative Criteria
Performance is judged in terms
of Critique

Assessment Evidence
Students will need to show their learning by: Showcasing their paintings in a final critique and
explain the elements involved.

Sketchbook

Transfer Task:

Major Assignment

Students will demonstrate their learning through the completion of their sketchbook assignment, class
discussion and sketchbook practice. The final project, the Op Art cube, requires them to apply what they
have learned to successfully create a cube that displays their knowledge about the Op Art movement and
optical illusions.

Observations
Small Group Critique

Rational
Unit Summary
Lesson 1
Lesson 2
Lesson 3

Lesson 1
GLOs
SLOs
Grade 7
[Drawings] Record:
B. Describing the internal and external boundaries of forms is one of the purposes of drawing.
[Drawings] Investigate
C. Unusual combinations of shapes can suggest the invention of fantasy or mysterious images.
[Encounters] Impact of Images:
C. The Ways people generate visual works can be influenced by a number of factors.
[Drawings] Articulate and Evaluate
C. Identifying and discussing ones problems in drawing and composing images is part of learning to talk about art.

Grade 8
[Drawings] Communicate
A. Line can be added rhythmically to add mood or movement to a two-dimensional image.
[Compositions] Relationships 1:
A. A pattern or motif can be repeated to create certain spatial effects.
[Drawings] Articulate and Evaluate:
A. Identifying and describing techniques and media is part of learning to talk about art.

Learning Objectives
Students will
1. Analyze the works of Bridget Riley, M.C. Escher, Victor Vasarely and the Op Art Movement.
2. Discuss the spatial effect that is created through the works of Bridget Riley and Victor Vasarelys
work using art vocabulary.
3. Create a simple optical illusion using complementary colours and pencil crayons.
Resources Consulted
Embodied Visions; Bridget Riley, Op Art and the Sixties
Bridget Riley: New Paintings and Gouaches
Alberta Education Curriculum
Materials
Sketchbook Assignment #2
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Pencil Crayons
Sketchbooks
Colour wheels
Teaching Strategies
Lecture, group discussions, hands on activity
Introduction
Discuss the Op Art movement. This movement is also known as kinetic art, kinetic meaning to move,
establishing op art as art that can move. How can art move? (real car moving / perceived movement
how our eyes interpret something to move) By using contrast and the effective use of colours and patterns
we can disturb the eye and cause ti to see images or movement on a flat surface.

What do you see?

How is the movement created on the twodimensional surface?
How do the colours affect this image?
The Op Artist wanted to experiment and explore
the ideas of colour theory and other design
elements such spatial depth and perspective. They
based their whole movement around how we see.

What do you notice in this image compared to the

last image? How are they different? How art they
similar?
What creates your eyes to play with the image?
What do you think would happen if we had different
colours?
How important is the colour scheme in this image?

Victor Vasarely is a French artist who was

concerned with making flat canvases appears to have volume and roundness. Victor is consider the father
of Op Art and by combining geometric elements with colour and value he created optical illusions.

The British artist, Bridget Riley, is one of the most

effective Op Art illusionists. Her early work consisted
of black and white linear images that appear to wave and
distort.
How is Bridgets work different/similar to Victors work?
How does Bridget explore the concepts of how we see?
Is their movement in Bridgets work? How is it created?
Is the movement within the work perceived or real?

How do you think Bridgets work is created?

What do you notice about the spatial depth in the
images?
How do the colours act in the images? How
important is the colour?
What would happen if we didnt have contrast
between the colours?

Body
Optical illusions
- Students will gather around the smart board and participate in the experience of optical illusions. This
will allow students to experience how their eyes see. It is important to have students reflect on what is
happening to them, whether its the bleeding/overlapping of visual colours and information or the burning
of over saturation of colour from looking at one colour for a significant amount of time.
Sketchbook Assignment
- Pre-assessment: Ask students if they know what a complementary colour is? Can they identify colours
that are considered a complementary pair? Depending on knowledge levels, students may have to
complete a colour wheel before starting the sketchbook assignment.
Colour Wheel
- For students to have adequate knowledge, it is necessary that they are able to identify where
on the colour wheel colours are placed and the art vocabulary needed to talk about art.
- Have the students identify where the primary colours are on a 12 section colour wheel
(selecting 1 of the three primaries and counting 4 sections clockwise).
Continue on for the secondary and tertiary colours.
- Use this opportunity to demonstrate proper colouring techniques to fully colour the sections
as well as demonstrating blending technique for the tertiary colours.
- Students will complete a simple optical illusion using complementary colours of their choice.
- The optical illusion requires the page to have vertical lines 1cm apart from one another, demonstrate to
students how to obtain parallel lines by measuring both sides of the page and starting from the same side
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each time. Once students have created parallel lines they then will place 5 different shapes either
geometric or organic.
- Once the student has place their shapes they will then begin to colour with their first colour of their
complementary pair. When the student either fully colours section the section or reaches the boarder of
one of the shapes they will alternate to their other colour of the pair. They will continue this process until
the drawing is completely finished.
Conclusion
Have students look at one anothers work and ask if they can see their partners shapes pop out. Is there
movement created in the image? Why or why not do you believe that is the case? How do you believe that
the work could be improved to more effectively create movement within the work?
Sponge Activity
Students that complete their work early can go on their phones or go to the library to look up different
Op Art illusions that can be created. Watching videos should be encouraged as students will be creating
their own.
Assessment Methods
Learning Objective 1: Completed through the group discussion and op art activities.
Learning Objective 2: Op art activities and peer discussions.
Learning Objective 3: Completed through the sketchbook assignment.

Lesson 2
GLOs
SLOs
Grade 7
[Drawings] Investigate
C. Unusual combinations of shapes can suggest the invention of fantasy or mysterious images.
D. Strong, definite use of line suggests energy and clarity of images.

[Drawings] Record:
B. Describing the internal and external boundaries of forms is one of the purposes of drawing.

Grade 8
[Drawings] Investigate:
C. The amount of detail depicted creates spatial depth in two-dimensional work.
D. Parallel lines meeting at a vanishing point create linear perspective in two-dimensional works.
[Compositions] Components 2:
Value or colour can emphasize negative space over positive space.
[Compositions] Relationships 1:
A. A pattern or motif can be repeated to create certain spatial effects.

Learning Objectives
Students will
1. Analyze and create different optic illusions.
2. Identify the key characteristic in optic illusion that create movement in their artwork
Resources Consulted
Alberta Education Curriculum
Op Art demo, Liz Kiggins
Op Art Tutorial, Erin Jones
Materials
Sketchbooks
Rulers
Pencil Crayons
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Teaching Strategies Demonstrations, group discussion, small group discussions, hands on activity,
gallery walk
Introduction
What is the movement in this image? How is the artist
producing movement in this image?
How do you think it was created?

Body
The goal of this lesson is to demonstrate different
possibilities for students to see what is possible when
creating different optical illusions. This will give
students who have higher understanding the ability to
challenge themselves by inventing new designs or
modifying ones that are demonstrated. It also provides
students who are being challenged, with the current
information, a reference that they can visual see and
practice as a means to help acquire the skill necessary
to be successful.
Twisted Square is a simple optical illusion where students create a square, and then draw a square within
that square using the edges of the previous square are guides. This process is repeated until the square is
too small to draw. Students will then place contrasting colours, such as complementary colours that will
alternate in each section of the drawing. This will produce a twisted movement throughout the image.
Twisted Triangle is similar to the twisted square, but uses a triangle instead of a square.
Single Vanishing Point. Students will place where they desire their vanish point on their artwork and
represent this with a dot. Students will then measure our around the boards equal length spaces all the
way around the artwork. For each of these points students will draw a line to the vanishing point until all
points have connected to the dot. Students will then place contrasting colours, such as complementary
colours that will alternate in each section of the drawing. This creates a falling movement throughout the
image.
Checkerboards follow the same steps as the single vanishing point optical illusion, but require the
additional step of adding perpendicular lines on the image. These lines need to create the sense of depth
and are required to become more frequent the closer to the vanishing point they are being placed.
Circus tents also use the single vanishing point, but instead of marking the points along the edge of the
artwork, students will create a box within their image can create their marking on the edge of this box
instead. These points once again will create a line towards the vanishing point and on the other side will
create perpendicular lines to their closes edge.
Raised Spheres needs students to create a square grid. Once students have created their grid they will
place a circle somewhere in the grid. The lines inside the circle will be erased and students will count how
many lines intersect the circle for both even and horizontal. It there are an odd number of lines, students
will draw a straight line in the middle. If is an even number of line the student will find the two lines
closest to the center and give them a slight arc, not too much, but just enough so that is noticeable and that
the bends imitate and follow the edge of the circle. Once the middle has been establish students will draw
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arced line for each line that intersects the circle, each line having a degree of bend depending on how
close to the edge it lies. This process is carried out for both the horizontal and vertical lines and once the
students have completed their grids, they will colour them with a complementary colour pair that
alternates for each section of the grid, including the circle. Remind students to not switch their colours
when their sections encounter the circle and that they are only to switch their colours when the encounter
grid lines.
Students will practice at least 2 different optical illusion designs in their sketchbook and provide support
to students that are unsure how to develop the designs through demonstrations or supportive drawing.
Encourage the students to try to push or challenge themselves with the drawings by either extending the
idea that they were shown or to make their images more difficult by using smaller measurements.

Conclusion
Have students leave their sketchbooks open and walk around to see other students work and progress
when creating the different optical illusion. Encourage students to give each other feedback about what
they are noticing in the different images to the artist that created them and how to further improve their
work.
Sponge Activity
Students that finish early will research and experiment with different optical illusions that they find on the
internet by looking at tutorials online. This will provide them with a larger range on skills that they can
use towards their final project.
Assessment Methods
Learning Objective 1: Completed through the sketchbook exercises, formal assessment
Learning Objective 2: Completed in the large group discussions, questioning, and gallery walk.

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Lesson 3
GLOs
SLOs
Grade 7
[Drawings] Investigate
C. Unusual combinations of shapes can suggest the invention of fantasy or mysterious images.
[Compositions] Components 2:
A. Sculptures can be formed using materials in additive and subtractive ways to demonstrate formal and informal balance
C. Two-dimensional materials can be used to make compositions demonstrating simple pictorial space.
[Drawings] Articulate and Evaluate
C. Identifying and discussing ones problems in drawing and composing images is part of learning to talk about art.

Grade 8
[Drawings] Communicate
A. Line can be added rhythmically to add mood or movement to a two-dimensional image.
[Compositions] Relationships 1:
A. A pattern or motif can be repeated to create certain spatial effects.
[Drawings] Articulate and Evaluate:
A. Identifying and describing techniques and media is part of learning to talk about art.
C. Discussing the most appealing or favorite part of a students own work is part of learning to talk about art.
[Compositions] Relationships 2:
A. Techniques and media that students have used to make their images can be identified and described.
C. Discussing the most appealing or favorite part of a students own work is part of learning to talk about art.

Learning Objectives
Students will
1. Understand and demonstrate the proper way to use a paper cutting knife.
2. Create paper cubes that display their knowledge of Op Art.
3. Discuss and write the strengths and weaknesses of their art in small group art critiques as well as
providing feedback to other students the group.

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Resources Consulted
Alberta Education Curriculum
Materials
Non-gloss card stock paper
Tracers
White glue
Rulers
Paper cutting knives
Cutting boards
Critique Sheets
Teaching Strategies
Demonstration, lecture, one on one discussion, hands on activity
Introduction
What is the format of this image?
How do the Op Artist you how we see to play on
the flat surface?
What would happen to our op art images if we placed
them on a 3D surface? What would be similar? What
would be different?
Would it be more or less visually interesting? Why is
that?

Body
-Show students the example of the completed project. Ask if it is more or less visually interesting? Inform
students that they will be creating their own cubes to display their knowledge and skills about making
images move.
-Show students how to get the 6 face of the cube using a tracer on the card stock paper. It should appear
as an L and a 7 attached together. Display the image on the Smart Board so students have something
to reference while they are creating.
-Have students draw out their cubes and draw optical illusions on each face. Students have to use a
minimum of at least 2 different designs when drawing on the faces.
-Once the cubes are fully drawn and coloured show students where they need to place their tabs on the
cube. Have them draw the tabs in the location and return to learn about knife safety.
ALL STUDENTS MUST LEARN ABOUT KNIFE SAFETY BEFORE CUTTING!
Knife Safety
-Students are to hold their blade specifically for cutting; it is not a pencil so it is important to
stress how to properly hold the knives. This will let the students have better control to prevent
students from cutting themselves as well as for the blades not to break.
-The blade should never be out more than 2 notches. The further out the blade is the flimsier the
blade with get and is easier to break.
-Students must always have a cutting board underneath where they are cutting at all times. This
prevents damage to the work space.
-Students must look in the direction that they are cutting; making sure nothing is in the way,
especially fingers.
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-When cutting students are to us a pulling stroke that travels from up to down. This gives students
the most control and require less effort to cut.
-In order to receive a knife, students must approach the teacher with a cutting board in hand and
they will then sign out a number knife and they will initial it. The knife must be return at the end
of each class and does not leave the classroom.
-Ask questions to clarify that students understand what is expected of them when handling the
knives.
-Write down each knife number given to each student. Remind the students that it will be their
responsibility to return their knife and will be reminded at the end of the class to do so.
-Demonstrate how to cut their cube out of the paper.
-The cubes require them to do a complete cut through on the outside of the cube. For the edges of the
cube to fold perfectly students need to do partial cuts, which is cutting only part way through the paper.
These edge cuts are along the line separating the faces and the tabs.
-Show students what the fold looks like and what the finished product looks like.
-Students will work on their cubes. Remind them to use partial cuts for the edges of the cube.
-Once students have completed their construction have them place a post-it note on their cube with their
name on it.
Conclusion
-Students will be place in small groups for art critiques and are expected to use art vocabulary when
describing their art. Provide an example of what is expected and what is not by describing the exemplar.
One student will be talking while one of the peers is writing down what is said/discussed. Each student is
expected to hand in one of these self-assessments by the end of the critique.
They will be given the guiding questions of:
1.
2.
3.
4.
5.

What do you like best about your artwork?

What do you like least about your artwork??
What was the most challenging part for you when creating your artwork?
Does your artwork move like the Op Art does? Why did this or did not happen?
If you were to redo the assignment, how would you improve your work? What would you keep?
What would you want different?

Sponge Activity
For those that finish early, they will challenge themselves to try to think of a different/new optical illusion
that they have not yet explored. If these students need it they will be allowed to access their
phone/computers to look for different tutorial or ideas.
Assessment Methods
Learning Objective 1: Completed through discussion and questions with students.
Learning Objective 2: Completed through the completed project
Learning Objective 3: Completed through the small group critique and worksheet handed in

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