Optical Illusions/Op Art Pattern MANCHESTER TOWNSHIP SCHOOL DISTRICT  CURRICULUM 

Optical Illusions/Op Art Pattern MANCHESTER TOWNSHIP SCHOOL DISTRICT  CURRICULUM 

MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: VISUAL ARTS Course Title: Visual Art I
Grade Level:9‐12 Optical Illusions/Op Art Pattern
Unit Plan 11
Date Created: 4/19/12 Board Approved on: September 19, 2012
7/2012
2 Weeks
MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual Arts
Unit Title: Optical Illusions/ Op Art Pattern Unit
Target Course/Grade Level: 9-12
Unit Summary –SWBAT- Understand the theories of human vision, and the use of optical illusions
and Op Art in Art and Technology. Students will discover the techniques of creating optical
illusions, and study the history of optical illusions in art through the work of artists such as M.C.
Escher, Victor Vasarelli, Bridget Riley and others.
Students will learn the vocabulary of optical illusions, and the meaning of those terms.
Students will learn the science and mathematics of optical illusions and Op Art by creating their
own optical illusions and Op Art pieces. They will use measurement and geometry to fabricate their
Op Art artworks and original optical illusions. Students will gain an understanding of visual
perception, and how we perceive our visual world. By studying optical illusions, students will also
learn how to fool the eye, and learn the applications of this in art, business, and the media.
Primary interdisciplinary connections: The Science of human vision and perception; the practical
application of visual illusions in the Visual Arts, Computer Graphics (CG), and in
Business/advertising.
21st century themes: Optical Illusions and Op Art Patterns in the classroom, the workplace, and the
science of vision.
Learning Targets
Standards
Content Statements
CPI #
12
7/2012
Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their
required area of specialization demonstrate PROFICIENCY in the following content
knowledge and skills.
Common themes exist in
1.1.12.D.1 Distinguish innovative
artwork from a variety of
applications of the elements of
cultures across time and are
art and principles of design in
communicated through
visual artworks from diverse
metaphor, symbolism, and
cultural perspectives and identify
allegory.
specific cross-cultural themes.
Stimuli for the creation of 1.1.12.D.2 Translate literary, musical,
artworks can come from
theatrical, and dance
many places, including
compositions by using them as
other arts disciplines.
stimulus/inspiration for
corresponding visual artworks.
12
7/2012
NOTE: By the end of grade 12, those students choosing VISUAL ART as their
required area of specialization demonstrate PROFICIENCY in the following content
knowledge and skills.
How individuals manipulate 1.3.12.D.1 Synthesize the elements of art
the elements of art and
and principles of design in an
principles of design results
original portfolio of two- and
in original portfolios that
three-dimensional artworks that
reflect choice and personal
reflects personal style and a high
stylistic nuance.
degree of technical proficiency
and expressivity.
Culturally and historically 1.3.12.D.2 Produce an original body of
diverse art media, art
artwork in one or more art
mediums, techniques, and
mediums that demonstrates
styles impact originality and
mastery of visual literacy,
interpretation of the artistic
methods, techniques, and
statement.
cultural understanding.
The artist’s understanding
of the relationships among
art media, methodology,
and visual statement allows 1.3.12.D.3 Organize an exhibit of personal
works of visual art that convey a
the artist to use
high level of understanding of
expressionism,
abstractionism
how the expression of ideas
(nonobjective art),
relates to the art media, art
realism/naturalism,
mediums, and techniques used.
impressionism, and other
genre styles to convey ideas
to an audience.
Artists interpret/render
1.3.12.D.4 Analyze the syntax and
themes using traditional art
compositional and stylistic
media and methodologies as
principles of two- and threewell as new art media and
dimensional artworks in multiple
methodologies.
art media (including computerassisted artwork), and interpret
themes and symbols suggested
by the artworks.
Two- and three-dimensional 1.3.12.D.5 Identify the styles and artistic
artworks can be rendered
processes used in the creation of
culturally specific by using
culturally and historically diverse
the tools, techniques, styles,
two- and three-dimensional
materials, and
artworks, and emulate those
methodologies that are
styles by creating an original
germane to a particular
body of work.
cultural style.
12
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the
following content knowledge and skills for their required area of specialization in
DANCE, MUSIC, THEATRE, or VISUAL ART.
Recognition of fundamental
elements within various arts 1.4.12.A.1 Use contextual clues to
differentiate between unique and
disciplines (dance, music,
common properties and to
theatre, and visual art) is
dependent on the ability to
discern the cultural implications
decipher cultural
of works of dance, music,
implications embedded in
theatre, and visual art.
artworks.
Contextual clues within
1.4.12.A.2 Speculate on the artist’s intent,
artworks often reveal
using discipline-specific arts
artistic intent, enabling the
terminology and citing
viewer to hypothesize the
embedded clues to substantiate
artist’s concept.
the hypothesis.
Artistic styles, trends,
1.4.12.A.3 Develop informed personal
movements, and historical
responses to an assortment of
responses to various genres
artworks across the four arts
of art evolve over time.
disciplines (dance, music,
theatre, and visual art), using
historical significance,
craftsmanship, cultural context,
and originality as criteria for
assigning value to the works.
Criteria for assessing the
1.4.12.A.4 Evaluate how exposure to
historical significance,
various cultures influences
craftsmanship, cultural
context, and originality of
individual, emotional,
art are often expressed in
intellectual, and kinesthetic
qualitative, disciplineresponses to artwork.
specific arts terminology.
Unit Essential Questions
 What is are optical illusions and Op Art, and
how are they created?
 How do you use line and geometry to create
your optical illusions and Op Art pattern?
 How do optical illusions work with human
vision, and how do we perceive our visual
world?
7/2012
Unit Enduring Understandings
 Understanding of optical illusions and Op Art
Patterns.
 Understanding of the theory and mathematics
of how human vision is affected, and how to fool
the eye.
 Understanding how to create original optical
illusions, and the practical applications of
optical illusions and Op Art in art and design.
 Understanding how optical illusions and Op Art
work in Digital Media, film, and other
electronic media works.
Unit Learning Targets (Objectives)
Students will ...be able to understand optical illusions and Op Art Patterns
 Be able to know and understand the vocabulary of optical illusions and Op Art patterns. Be able to use
this basic knowledge to create an original optical illusion and Op Art artwork through guided activities
and projects.
 Students will develop a basic knowledge of the mathematics and science used in the creation of optical
illusions and Op Art, and how human vision works in viewing patterns, lines and repeated patterns.
Evidence of Learning
Formative Assessments
 Students will be able to explain the
Tessellation/Repeated Pattern vocabulary.
 Students will show an understanding of the
creation of an original tessellation, and how
they are used in Art.
 Students will create tessellation artworks through
guided activities and projects.
 Students will understand the parts of the
tessellation, and how those elements apply to their
artworks.
Summative Assessments
- Unit Tests
Modifications (ELLs, Special Education, Gifted and Talented)
-Review and make necessary IEP modifications/504 plan
-Differentiated instructional strategies that allow students of different intelligence and ability to
achieve success.
-Collaborate with ESL department to make necessary modifications for ELL students.
Curriculum development Resources/Instructional Materials/Equipment Needed /Teacher Resources:
Posters, films/DVD’s, television, slide projectors, computer, paints, brushes, vellum drawing paper, poster
board, construction paper, scissors, glue.
Teacher Notes:
7/2012