Lines and Dots - Making Optical Illusions Part 3

Lesson Three Summary Lesson 3 Lesson title/session Focus Elements of form and colour Learning Area / Strand Visual Art – ACAVAM114, ACAVAM115, ACAVAR117 Year Level/student group six Duration 50 min approx. Extra time from previous session can be used if needed. Lesson objective/s By the end of this lesson, students should be able to: • Explore and develop understanding and skills in the elements of form and colour. • Students explore, understand, and demonstrate understanding of specialist language pertaining to form and colour. Modifications and differentiation: • EAL/D – explicit use of technical language for all students, however, observe any extra needs for EAL/D students. Learning wall - create a poster of technical language for students. • Students with Disabilities – one student is on an adjusted curriculum for student working at year 2 level (in year 6). Review adjusted curriculum and implement. This student and one more will need support drawing lines (may use mixture of peer support and teacher time to assist students). • General Support – This lesson introduces art using mathematical concept. The artwork includes multiple lines drawn from specifically placed dots/notches. This is the first artwork a few students struggle with creating art due to anxiety (worry about no structure or rules to art) and often procrastinate starting/completing artwork. Checks for learning/evidence of learning: • Students will be engaged with Visual Art’s subject and complete (or attempt to complete) the artwork. They are actively engaged in quiz games and provide answers during formative questions. • Students correctly implement the techniques and skills required for line, shape, colour and form elements. Students are developing the ability to communicate these techniques and skills as both artists and audience members. Next step/follow on: • Students to practice the elements of art, techniques and skills during the next lesson. The next lesson is to be run by a local Indigenous artist (possibly) taught using traditional methods. They will also explore modern Aboriginal and Torres Strait Islander Art. Lesson Four Summary Lesson 4 Lesson title/session Focus Indigenous Art Learning Area / Strand Visual Art – ACAVAM114, ACAVAM115, ACAVAR117 Year Level/student group six Duration 50 min approx. Extra time from previous session can be used if needed. Lesson objective/s By the end of this lesson, students should be able to: • Demonstrate a knowledge of how to use a combination of elements of art, techniques, and skills to create art. • Students will explore Aboriginal and Torres Strait Islander Art through the lens of Indigenous culture. Students are encouraged to explore this experience and communicate their thoughts at the end of the lesson. • Students will be using paint in traditional indigenous style and techniques. Modifications and differentiation: • EAL/D – explicit use of technical language for all students, however, observe any extra needs for EAL/D students. Learning wall - create a poster of technical language for students. • Students with Disabilities – one student is on an adjusted curriculum for student working at year 2 level (in year 6). Review adjusted curriculum and implement. This student and one more will need support drawing lines (may use mixture of peer support and teacher time to assist students). • General Support – This lesson introduces art using mathematical concept. The artwork includes multiple lines drawn from specifically placed dots/notches. This is the first artwork a few students struggle with creating art due to anxiety (worry about no structure or rules to art) and often procrastinate starting/completing artwork. Checks for learning/evidence of learning: • Observe student’s engagement with Indigenous community member and (if possible) traditional ways of art. Observe the students who seem to thrive in this type of learning environment and add this information to student profile. • Students will be engaged with Visual Art’s subject and complete (or attempt to complete) the artwork. They are actively engaged in quiz games and provide answers during formative questions. • Students correctly implement the techniques and skills required for line, shape, colour and form elements. Students are developing the ability to communicate these techniques and skills as both artists and audience members. Next step/follow on: Teaching elements of texture and space. Lesson Five Summary Lesson 5 Lesson title/session Focus Elements of texture and space Learning Area / Strand Visual Art – ACAVAM114, ACAVAM115, ACAVAR117 Year Level/student group six Duration 50 min approx. Extra time from previous session can be used if needed. Lesson objective/s • By the end of this lesson, students should be able to: • Explore and develop understanding and skills in the elements of texture and space. • Students explore, understand, and demonstrate understanding of specialist language pertaining to texture and space. Modifications and differentiation: • EAL/D – explicit use of technical language for all students, however, observe any extra needs for EAL/D students. Learning wall - create a poster of technical language for students. • Students with Disabilities – one student is on an adjusted curriculum for student working at year 2 level (in year 6). Review adjusted curriculum and implement. This student and one more will need support drawing lines (may use mixture of peer support and teacher time to assist students). • General Support – This lesson introduces art using mathematical concept. The artwork includes multiple lines drawn from specifically placed dots/notches. This is the first artwork a few students struggle with creating art due to anxiety (worry about no structure or rules to art) and often procrastinate starting/completing artwork. Checks for learning/evidence of learning: • Students will be engaged with Visual Art subject and complete (or attempt to complete) the artwork. They are actively engaged in quiz games and provide answers during formative questions. • Students correctly implement the techniques and skills required for texture and space. Students are developing the ability to communicate these techniques and skills as both artists and audience members. Next step/follow on: • Combining new knowledge of texture and space with other elements of art to create and explore an artwork inspired by Bridget Riley. Lesson Six & Seven Full Lesson Lesson 6 & 7 Lesson title/session Focus Optical Illusion with Bridget Riley Learning Area / Strand Visual Art – ACAVAM114, ACAVAM115, ACAVAM116, ACAVAR117 Year Level/student group six Duration 50 min approx. Extra time from previous session can be used if needed. Lesson objective/s By the end of this lesson, students should be able to: • Demonstrate a knowledge of how to use a combination of elements of art, techniques, and skills to create art. • Students will explore the artwork of Bridget Riley and the art style called Optical Illusion or Op Art. • They will plan and create artwork inspired by Bridget Riley. • They will develop capabilities to respond to their artwork communicating using persona and social capability skills and knowledge of art practices. Links to Curriculum (identify relevant Strands and Content Descriptors) ACAVAM114 – Explore ideas and practices used by artists to represent different views, beliefs and opinions. • • selecting and manipulating combinations of materials and techniques ACAVAM115 – Develop and apply techniques and processes when making their artworks. Enhancing and practicing their art making skills in using a range of materials and technologies. Considering viewpoints – use of formative questions to assess learning, evaluating the characteristics of their work that are more successful, and work to improve their knowledge and skills from this reflection. ACAVAM116 – Plan the display of artworks to enhance their meaning for an audience. Consider viewpoints – histories – what did the artist want the audience to see and understand. Reflecting critically on how effectively their ideas or feelings have been expressed in their own artworks, and that of others. Presenting their artworks using internet-based technologies including social media. ACAVAR117 - Explain how visual arts conventions communicate meaning by comparing artworks from different social, cultural, and historical contexts. Considering viewpoints – meaning and interpretations formative questions. Considering viewpoints – psychological, cognitive, and literal optical illusions • • Critical and Creative Thinking: Inquiring – identifying, exploring, and organising information and ideas (identify, clarify, organise, and process information) Generating ideas, possibilities, and actions (consider alternatives) • • • • • • • Lesson 6 & 7 • • • • • Resources Drawing: Art paper; Pencil/ruler; Coloured pencils Access to You Tube Access to PowerPoint Active Inspire for Smartboard for interactive teaching Artwork for appraisal can be found on slide 43 Lesson Introduction • Introducing the topic • Engagement of the learners – warm up, games, key terms The objectives contained in the lesson will be taught over two lessons. There will be no distinction between one lesson plan and the next. The content and concepts will be taught dependent upon the learning and scaffolding needs of the students. Group learning Setting up: • Set up Active Inspire Lesson Plan for interactive learning. • Set out expectations for students – “DOJO points for students who…” list desired behaviour you will reward with points. Activate prior knowledge: • Pop quiz – students to answer a technical language question (i.e., on elements of art – reviewing previously taught topics) Lesson 6 & 7 Lesson Body • Modelling, exploration, coconstruction, practice Introduce Bridget Riley and Op Art: Exploring: • What is a Op Art? • Art Appraisal – see PowerPoint • Students are introduced to Bridget Riley the artist. Discuss Bridget as an artist and her artwork. • Discuss how an artist can have many roles including designers and researchers. Hook students with a story of Bridget, how her artwork inspired a fashion industry. She saw her designs being worn on the street. But she wasn’t happy, she was dismayed. I wonder why? They had copied her artwork without her knowledge. • Introduce her style of art which is Op Art • Op Art blossomed in the 1950s due to new technology and its links psychology (the optical illusions – old lady/young lady, two face profiles/vase, duck/rabbit). It "usually contains abstract patterns composed with a stark contrast of foreground and background." After catching the public eye it lead to Op designs in fashion and media. NOTE: Use cognitive Optical Art (google search will find these) to hook students with complex images • Provide students with a range of Bridget Riley’s Artwork. • Discuss its features, elements of art, colour, lines, texture, form, shape etc • Historical origins, its resurgence in the 1960s, even the ‘Magic Eye’ craze of the 90s. • Optical illusions and effects have been around for centuries. Artists develop ways to fool they eye. It is abstract and has geometric shapes. It relies on the audience’s eye shifting the lines and colours in the artwork. They have predominately been black and white but have ventured into colour after realising some colours also affect the eye. • Ask students formative questions about Bridget Riley and her artwork (processes, practices, techniques) – see Questions in PowerPoint. • Discuss the use of materials and processes using the elements of line, shape, texture and colour to explore repetition, pattern, movement, proportion, composition, abstraction and representation. Individual/small group – scaffolding learning through guided teaching Planning Set the scene for student learning: • Discuss with students the type of art they will be creating (see PowerPoint) • Discuss how they will be creating it (see PowerPoint) - the use of materials and processes using the elements of line, shape, texture and colour to explore repetition, pattern, movement, proportion, composition, abstraction and representation. • Use the student worksheet (see PowerPoint) as a guide for discussion and outline what students will be doing. • Students to complete task individually in small groups. Match groups of students who are drawing and students doing PowerPoint. • Students to start planning in groups with teacher roaming to provide support. Explore students’ designs with them and assist them in problem solving any of their concerns. Lesson 6 & 7 Lesson Body • Modelling, exploration, coconstruction, practice Making: • Students remain in same groups and gather their equipment. They begin to explore with their materials and create their artwork. • Students can use YouTube videos (linked in PowerPoint) to assist in creating their artwork. For students using PowerPoint, they reflect back to the skills gained in Digital Technology - creating a game using ‘Amination and Transition Tabs’ (NOTE: place students in peer support groups – balance of students with strong PowerPoint skills with weaker skills). • When students come across a problem, they are encouraged to quietly talk with their peers to discuss solutions i.e., how to use applications on PowerPoint. They are encouraged to mix and match their creation to attain the message/meaning they initially planned. Responding: • Upon completion, students in their small groups: • Complete the last two questions of the worksheet. This includes reflection and evaluation of their artwork. • Display their artwork to the students in their group. o Students who are drawing will take a photo of their artwork from multiple positions to get the best effect for the optical illusion. Students doing PowerPoint will decide how best to present their artwork using the presentation mode in PowerPoint. • Discuss and compare their own and others’ artwork, using their written statement to assist their communication. Use the following questions to encourage students communications with peers as audience members: o How did the artist represent their subject matter? How does the artwork reflect the artist’s perspective about the environment? How did the audience react to the artwork when it was first displayed? Extension discussion or artwork to appraise: • Op Art shares a field with kinetic Art. It has links from geometric art and geometric abstraction but may also have links to artist such as trompe l'oeil "deceive the eye". • Differences between Op Artists: Josef Albers - experimented with simple lines to create an ambiguous sense of spatial depth. Bridget Riley - zigzag black and white spiral lines create a perception of circular decent with the lines appearing to shift back and forth. Victor Vasarely - used warm and cool shades of colour to create an ambiguous illusion of threedimensional structures. Are they concave or convex? Differentiation: • Students who understand the concept can continue at their own pace. • Students support each other in collaborative learning. • Teacher provides students with critical and creative capabilities. Planning (backwards planning their artwork), problem solving (thinking of alternative solutions, setting goals for motivation etc), organisation (clarifying information into organised sequence). Lesson 6 & 7 Lesson Conclusion • Concluding activities – sharing, reflecting • Summarizing the lesson Summary: • When wrapping up the lesson, provide opportunities for the students to communicate their thoughts and experiences about art from the viewpoints of an artist and audience member. • Ask open ended questions for students to think about or share with the class. See PowerPoint Questions techniques and elements or see below for curriculum based questions. • materials and technologies: What is the artwork made of? How does the choice of material enhance the audience’s understanding of the artist’s intention? What made you want to touch this sculpture? What visual conventions have been used to convey meaning? Modifications and differentiation: • EAL/D – explicit use of technical language for all students, however, observe any extra needs for EAL/D students. Learning wall - create a poster of technical language for students. • Students with Disabilities – one student is on an adjusted curriculum for student working at year 2 level (in year 6). Review adjusted curriculum and implement. This student and one more will need support drawing lines (may use mixture of peer support and teacher time to assist students). • General Support – This lesson introduces art using mathematical concept. The artwork includes multiple lines drawn from specifically placed dots/notches. This is the first artwork a few students struggle with creating art due to anxiety (worry about no structure or rules to art) and often procrastinate starting/completing artwork. Checks for learning/evidence of learning: • Students are actively engaged in quiz games and provide answers during formative questions. • Check students draft and final copy of worksheet, checking for demonstrated understanding. • Students recreate or interpret Bridget Riley’s Artwork from their own viewpoint. This includes purposeful use of elements of art to create and communicate their own meaning/message. • Students explore and develop critical and creative capabilities as well as personal and social capabilities while working in groups. Students help each other solve problems, provide feedback and explore their art. Next step/follow on: • Students will replicate knowledge, content and skills to an assessment task.