Elementary School Lesson Plan (Grades 4-6)

(Two 40-minute sessions)

Standard: Students will describe, represent and analyze patterns and relationships using shapes (Mathematics)

Indicator of Achievement: Students will create simple geometric patterns

Standard: Students will demonstrate increasing technical ability and skill to complete visual arts assignments

Indicator of Success: Students will correctly use a ruler to measure distances on paper

Materials:

• white drawing paper 8 1/2x11"
  
• black markers, thin and wide
  
• pencils, erasers
  
• rulers

Background: Share this information with the students. "The artist sets up the conditions, and the observer reacts to them in a certain way. Change from one visual pattern to another may also occur in the virtual movement experience. The primary concern of art that explores optical movement is the direct retinal perceptual impact: physiological and psychological.

"An optical effect is caused by a sequential alteration in size. Moving toward the center from the edges, each unit is decreased from one inch to one-eighth inch. The change in size is what leads the eye to see curves or 3 dimensional forms." (see http://www.artcyclopedia.com search "Movement" Optical Art)

Vocabulary: Perception, optical, illusion, reality, geometric, repetition, recede, advance, positive and negative space, parallel lines

Preparation: Hold up examples of optical illusions and ask students what they see. (See http://www.zark.com/pages2/az_animation_toy.html for an animated optical art piece.) Pattern in the visual arts may also be found in fabrics, wallpaper, wrapping paper, and jewelry.

Ask the students if the image can be seen another way. What is creating this effect? Ask yourself what do you really see? Sometimes you see movement back and forth. Sometimes side to side. Sometimes you see other colors or shapes. What is making this situation and how is it created?

Discuss artists and their work in the OP Art Movement (see http://www.artcyclopedia.com search "Movement" Optical Art)

Activity: Have each student determine a geometric unit to use for the design. Measure the units with a ruler on the edge of the paper, horizontally and vertically. Draw lines using a ruler and pencil connecting the dots where measured. Use a black marker to color in every other box in this checkerboard pattern. Use white out to cover any mistakes. Hold your paper at a distance to see if the effect you wish to create is working.

Assessment: Have students share their patterns-illusions with the class. Ask students to discuss their work using vocabulary related to this lesson.

Culmination: Display the work as a background for students' math papers.

Extension:

• Students may create a 3-dimensional object, an origami box with this drawing.
  
• Students may create another drawing using curved lines and compare the effect on the viewer.
  
• Make a paper weaving with black and white paper creating the same visual effect.

Based on a lesson by Gay Kohl, Paradise Valley School District, AZ

Copyright © 2002 by Arizona State University and the Arizona Board of Regents.