Optical Illusions/Op Art Pattern Unit Plan 11

Transcription

1 Content Area: VISUAL ARTS MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Course Title: Visual Art I Grade Level:9 12 Optical Illusions/Op Art Pattern Unit Plan 11 2 Weeks Date Created: 4/19/12 Board Approved on: September 19, 2012

2 Content Area: Visual Arts Unit Title: Optical Illusions/ Op Art Pattern Unit Target Course/Grade Level: 9-12 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview 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. 21 st century themes: Optical Illusions and Op Art Patterns in the classroom, the workplace, and the science of vision. Learning Targets Standards Content Statements CPI # Cumulative Progress Indicator (CPI) 12 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 artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory. Stimuli for the creation of artworks can come from many places, including other arts disciplines D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.

3 12 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 the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. The artist s understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience. Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies. Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two- and threedimensional artworks in multiple art media (including computerassisted artwork), and interpret themes and symbols suggested by the artworks D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.

4 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 disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist s concept. Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, disciplinespecific arts terminology A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork. 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? 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.

5 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. 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. Evidence of Learning 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: