Lines and Dots - Making Optical Illusions Part 2

Questions Introduction and formative questioning Questioning – Introduction of topic and formative assessment Line Introduction Quiz game: Prior to watching the lessons video, put the students into groups and instruct students there will be a quiz after the game. Group points go toward DOJO points/rewards: • What are the seven elements of art? • What types of lines are there? How can artists use line to communicate through their artworks? Line Formative Questioning Encourage students to begin thinking and communicating as artists and audience members • How did you use your knowledge of line to create your artwork? • Which artworks do you feel are most successful in creating an optical illusion? • Can you think of any other techniques artists use to trick our eyes? Shape Introduction Quiz game: Prior to watching the lessons video, put the students into groups and instruct students there will be a quiz after the game. Group points go toward DOJO points/rewards: • How can a shape be defined? • What are the two main types of shapes? • How does the use of line affect shape? Shape Formative Questioning After the completion of either the first and/or the second lesson use the new knowledge gain to ask the following questions: o What types of shapes have you used in your mask? o What shapes do you find the most interesting? o Which masks do you find the most eye-catching and why? Form Introduction Provide an example of form i.e. a 3D object – apple. Ask students what artistic techniques may make the object look 3D on a 2D surface. • What is form? • Why is form an ‘illusion’ in two-dimensional artworks? • What techniques do artists use to create form? Form Formative Questioning • • • Did your artwork turn out as you intended? What factors influenced your choice of colour pattern? Do you feel your artwork was successful in creating the illusion of form? Why or why not? Colour Introduction Play a quiz game, encouraging activating prior knowledge with DOJO points/rewards: • What are the three primary colours? • What are tints and shades? • What are some common colour associations you know of? Colour Formative Questioning • • • How did you use your knowledge of complementary, harmonious and monochromatic colour schemes when creating your artwork? What challenges did you face throughout the process, and how did you overcome these? What emotions do the colours used in your artwork evoke within you? Texture Introduction • • • What is texture? What is the difference between ‘real’ texture and ‘implied’ texture? What techniques do artists use to create texture? Texture Formative Questioning • • • How did you decide which imprints to use in your artwork? What challenges did you face throughout the process, and how did you overcome these? How is creating a three-dimensional artwork different to creating a two-dimensional artwork? Shape Introduction Set up a scenario to teach texture. Two students have space between them with rest of class looking on. • What do you notice now there is a large space between them? • Has our perception changed due to space (height, size, shape, shading etc)? • What could you do to create an illusion of depth on a 2D artwork? Space Formative Questioning What is the difference/find in the artwork the positive and negative space in an/the artwork • Do the positive and negative space need to be balanced in an/the artwork? • Is there mostly positive/negative space in the artwork? Lessons Lesson One Full Lesson Lesson 1 Lesson title/session Focus Elements of line and shape 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 line and shape. • explore, understand and demonstrate understanding of specialist language pertaining to line and shape. • Students will explore different types of lines, make connections with different line types and moods that they may make an audience members feel. • Students to explore two different shapes and demonstrate the ability to find them in an artwork. • Students are introduced to and begin to communicate using specific Art language. 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. 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) Reflecting on thinking and processes (metacognition and reflect on processes) • • • • Lesson 1 Resources • Activity sheets (PowerPoint) • Tracing Paper • Pencil • White board and whiteboard markers • Active Inspire for Smartboard for interactive teaching • eBook Lesson Introduction • Introducing the topic • Engagement of the learners – warm up, games, key terms 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: • Memories of art lessons from last year. Lesson 1 Lesson Body • Modelling, exploration, coconstruction, practice Introduce Elements of Art: Exploring as a class: • What are the elements of Art? “Line is a mark with greater length than width. Lines can be horizontal, vertical, or diagonal; straight or curved; thick or thin. Shape is a closed line. Shapes can be geometric, like squares and circles; or organic, like free-form or natural shapes. Shapes are flat and can express length and width” (Getty Education, 2011, para. 1-2) Line: • Inform students they are going to watch a video and then play a trivia game. Break students into groups of two/three with one white board and marker. Groups are rewarded with DOJO points for correct answers. • Using Active Inspire (or other smartboard application) put questions up on the board, read out and students answer. When buzzer goes off, students turn around their boards with answers (find game questions on slide 42, add to your smartboard visual lesson plan). • When the game is finished, you may want to do further questions or review work students struggled with. See slides 50-75 to assist learning and complete formative assessment (FA). Game: On slides 42 to 46 Create Game for Ebook • Use in eBook, print out or use on a Smartboard. • Name that feeling: See activity in PowerPoint for rules or use this way: o First - Together as a group do the first three squares with lines and match them to feelings. Students discuss how the lines make them feel and why. If using eBook or using printout, students write their feelings inside the box to match the line. o Second – Individually students complete the rest of the task. In groups of two/three students talk to each other about their decisions, with justifications. Teacher roams to assist students. Lesson 1 Lesson Body • Modelling, exploration, coconstruction, practice Shape: • Inform students going to watch a video and then play a trivia game. Break students into groups of two/three with one white board and marker. Groups are rewarded with DOJO points. • Using Active Inspire (or other smartboard application) put questions up on the board, read out and students answer. When buzzer goes off, students turn around their boards with answers (find game questions on slide 42, add to your smartboard visual lesson plan). • When the game is finished, you may want to do further questions or review work students struggled with. See slides 50-75 to assist learning and complete formative assessment (FA). Game: On slides 52-53: • See slides on how to play game. You will need to print sheets and have tracing paper for activity. • Students explore geometric and organic shapes on an artwork. Lesson 1 Lesson Conclusion • Concluding activities – sharing, reflecting • Summarizing the lesson Summary: Responding: Upon completion, students as a class reflect upon their work: • 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. Have students holding onto their line and shape activity, using these as sentence starters for points of view. Use Questions on PowerPoint as prompts. Also see questions below which meet curriculum obligations: Considering viewpoints – 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? 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, engaging in activities and questions. Observe students who are not answering questions and do targeted questions to these students or when roaming during class time, ascertain their understanding of concepts. • Students correctly implement the techniques and skills required for line, and shape elements. Students are developing the ability to communicate these techniques and skills as both artists and audience members. Next step/follow on: Exploring and practicing elements of art in parabolic cure drawing. Lesson Two Full Lesson Lesson 2 Lesson title/session Focus Learning Area / Strand Year Level/student group Parabolic Curve Drawing – Introducing Visual Art – ACAVAM114, six Optical Illusions ACAVAM115, ACAVAR117 Lesson objective/s By the end of this lesson, students should be able to: • Explore and develop understanding and skills in the elements of line and shape. • • • • Duration 50 min approx. Extra time from previous session can be used if needed. explore mathematical concepts in art through parabolic line curve which links with consolidating elements of line and shape. explore, understand and demonstrate understanding of specialist language pertaining to line and shape. Students will explore how overlapping lines create geometric shapes. Students further explore how to communicate their new understanding of art practices and techniques. 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. 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 • Integrated curriculum: Mathematics – geometry Angles on a straight line – how many straight lines can create an angle called parabolic curve. • • • • 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) Reflecting on thinking and processes (metacognition and reflect on processes) Analysing, synthesising, and evaluating reasoning and procedures (draw conclusions and design course of action) • • • • Lesson 2 Resources • Art paper • Pencil/ruler • Coloured pencils • Active Inspire for Smartboard for interactive teaching Lesson Introduction • Introducing the topic • Engagement of the learners – warm up, games, key terms Group learning: Setting up: • Set up Active Inspire Lesson Plan for interactive learning – add slides 46 to 71 to your visual lesson Plan. • Set out expectations for students – DOJO points for students who…list desired behaviour. Activate prior knowledge: • elements of line and shape from last lesson - slides 46 to 71. • Artwork can be made up entirely of lines – name lines (parallel, straight, curved). List lines and shapes in slide 24 & 25 • Artwork can create mood. Formative questions on lines and moods from last lesson. Lesson 2 Lesson Body • Modelling, exploration, co-construction, practice ActivInspire - Studio 2021-04-14 12-48-11.mp4 ActivInspire - Studio 2021-04-14 12-47-33.mp4 Introduce Parabolic curve artwork: Exploring: • What is a parabola curve? Parabola plan curve is a mirror-symmetrical and approximately U shaped. You use this in your everyday life. Imagine kicking a soccer ball up in the air or throwing a stone high up in the air. Use body language showing an arc (curve) of object when thrown. This is called a parabola curve. • Slide 27 – discuss the shading on the drawing in this photo. Does anyone know what this does to the drawing? Optical Illusion – Optical Art (Op Art), will be introduced further in a couple of week. • Show picture of the artwork they will be re-creating – Art appraisal. • Discuss its features, elements of art, shape, lines, (extension texture, form, colour etc) o Geometric shapes formed from overlapping lines (hatching). o Colours – colour theory – what was the choice of colours in this artwork? Where are they on the colour wheel. What mood do they create? Hook: • Show a you tube video drawing of how to make a parabolic drawing (used in previous lesson and engaged students). • Ask students formative questions about elements of art, techniques, materials and processes – see Questions in PowerPoint. Modelling with scaffolding learning form guided teaching to individual work Set the scene for student learning: • Talk to students about a plan to create the artwork. What they will be using, what they will be doing and when. • Some students worry about creating art (lack of confidence, lack of understanding of elements, anxiety of doing the ‘wrong’ thing). Alleviate these concerns by introducing this task as a mathematical artwork. It follows rules to follow in repetition to create an effect. It is an easy way to use multiple lines to make a curve. • Use Active Inspire explain the steps of creating the artwork. Students love using the smartboard, so use this to engage students in exploring the element techniques required for this artwork. Its also great to use as formative assessment of students knowledge. Double click on document – Individual work: Making: • Have students go to their desk with their sheet of paper and equipment and start their artwork. The teacher will continue working through the steps to create the artwork, with students completing the steps on their sheets of paper. See video attached in right hand column for example of how to complete this step on a smartboard. Students have a thick square sheet of paper. Note for differentiation – Students can be given option an of choosing between a blank sheet or one which already pre=prepared with vertical and horizontal lines, plus notches (see PowerPoint). If there are multiple high needs students, it is best to provide pre-prepared worksheets to all students. Lesson 2 Lesson Conclusion • Concluding activities – sharing, reflecting • Summarizing the lesson Summary: Responding: Upon completion, students as a class reflect upon their work: • 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. A couple of students display their artwork to their peers and explain their colour choice. Peers are encouraged to express the mood of the artwork. • Students are encouraged to reflect on their intentions and what they would do differently if they could do the artwork again. • Ask open ended questions for students to think about or share with the class. See PowerPoint Questions techniques and elements. 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, and shape 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 form and colour.