Op Art Hands
Rebecca Lindblade
Email: [email protected]
Date: February 2014
Grade Level: 6th grade
Time to Complete: 3-45 minute class periods
Lesson Description/Overview: Students will gain knowledge on types of lines in drawing. The students will connect the drawing terms with the works of artists with emphasis on Bridget Riley and her Op Art. Students will create a Op art hand by the knowledge they gained from her work.
Goals:
-Students will be discovering how several professional artists use line within their artwork and apply it to their own.
-Students will be given the opportunity to gain knowledge of the art element line through various drawing activities.
-Students will be applying the line techniques such as outline, contour line, and cross-contour line, to their own works of art.
Standards Targeted: Grade(s)
VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks.
VA6-2.1 Identify the elements and principles of design used in a particular work of visual art and describe the ways in which these characteristics express the artist’s ideas and affect the viewer.
VA6-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA6-4.3 Demonstrate visual literacy by deconstructing works of visual art to Identify and discuss the elements and principles of design that are used in them.
Instructional Objectives:
-The student will be able to demonstrate their knowledge of the element line with techniques and skill through line study on 8 ½ ” x 11” newsprint paper.
-The student will be able to discuss the use of the element line in works of Pablo Picasso and Alexander Calder and their techniques with an emphasis on Bridget Riley.
-The student will be able to explain the use of line in their op art hand drawing.
Expressive Outcomes:
- The students will create an op art hand inspired by the techniques of Bridget Riley
Vocabulary:
- Line is used to represent space and outlines (can also be used for mass or volume.)
- Line measure-refers to the length and width of a line
- Line type- curved or angular
- Line direction- where the line appears to be going
- Location- the placement of a line (is the line unified or divided)
- Character- the overall representation of line
- Vertical- height, stability, strong
- Horizontal- calm, balance, rest
- Curved- relaxed, graceful, movement
- Diagonal- action
- Jagged- wild, nervous, angry
Materials, Tools, and Equipment:
- 8 ½” x 11” newsprint paper
- Graphite pencils
- colored pencils
- sharpie markers
- Erasers
Procedures:
-Preparation: Cut drawing paper (if necessary) prior to class, get materials ready to distribute or already set on tables.
1. Begin class with warm-up activity on the board “Last class, we discussed different types of line. What are three types of line we discussed? Define and Draw an example.” (5 minutes) These will be picked up after the discussion.
2. The teacher will then review the material from last class before starting the new lesson (5 minutes).
3. The teacher will then go into more detail about Bridget Riley and Op Art. (5 minutes).
4. The students will then receive materials to begin their sketch of their Op Art Hand.
5. The teacher will demonstrate the process of the assignment and ask for questions or concerns before allowing the class to go into open studio time. (5 minutes)
6. Once student has done their sketch, they will receive final paper for their final hand. (20 minutes)
Clean Up:
Allow the students at least 5 minutes at the end of class to clean up supplies and collect production activities.
Assessment/Evaluation:
Grading Rubric
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
See attached power point
Teacher examples of Op Art Hand
Click here for student examples
Rebecca Lindblade
Email: [email protected]
Date: February 2014
Grade Level: 6th grade
Time to Complete: 3-45 minute class periods
Lesson Description/Overview: Students will gain knowledge on types of lines in drawing. The students will connect the drawing terms with the works of artists with emphasis on Bridget Riley and her Op Art. Students will create a Op art hand by the knowledge they gained from her work.
Goals:
-Students will be discovering how several professional artists use line within their artwork and apply it to their own.
-Students will be given the opportunity to gain knowledge of the art element line through various drawing activities.
-Students will be applying the line techniques such as outline, contour line, and cross-contour line, to their own works of art.
Standards Targeted: Grade(s)
VA6-1.1 Identify the materials, techniques, and processes used in a variety of artworks.
VA6-2.1 Identify the elements and principles of design used in a particular work of visual art and describe the ways in which these characteristics express the artist’s ideas and affect the viewer.
VA6-3.2 Select and use subject matter, symbols, ideas, and the elements and principles of design to communicate meaning through his or her art making.
VA6-4.3 Demonstrate visual literacy by deconstructing works of visual art to Identify and discuss the elements and principles of design that are used in them.
Instructional Objectives:
-The student will be able to demonstrate their knowledge of the element line with techniques and skill through line study on 8 ½ ” x 11” newsprint paper.
-The student will be able to discuss the use of the element line in works of Pablo Picasso and Alexander Calder and their techniques with an emphasis on Bridget Riley.
-The student will be able to explain the use of line in their op art hand drawing.
Expressive Outcomes:
- The students will create an op art hand inspired by the techniques of Bridget Riley
Vocabulary:
- Line is used to represent space and outlines (can also be used for mass or volume.)
- Line measure-refers to the length and width of a line
- Line type- curved or angular
- Line direction- where the line appears to be going
- Location- the placement of a line (is the line unified or divided)
- Character- the overall representation of line
- Vertical- height, stability, strong
- Horizontal- calm, balance, rest
- Curved- relaxed, graceful, movement
- Diagonal- action
- Jagged- wild, nervous, angry
Materials, Tools, and Equipment:
- 8 ½” x 11” newsprint paper
- Graphite pencils
- colored pencils
- sharpie markers
- Erasers
Procedures:
-Preparation: Cut drawing paper (if necessary) prior to class, get materials ready to distribute or already set on tables.
1. Begin class with warm-up activity on the board “Last class, we discussed different types of line. What are three types of line we discussed? Define and Draw an example.” (5 minutes) These will be picked up after the discussion.
2. The teacher will then review the material from last class before starting the new lesson (5 minutes).
3. The teacher will then go into more detail about Bridget Riley and Op Art. (5 minutes).
4. The students will then receive materials to begin their sketch of their Op Art Hand.
5. The teacher will demonstrate the process of the assignment and ask for questions or concerns before allowing the class to go into open studio time. (5 minutes)
6. Once student has done their sketch, they will receive final paper for their final hand. (20 minutes)
Clean Up:
Allow the students at least 5 minutes at the end of class to clean up supplies and collect production activities.
Assessment/Evaluation:
Grading Rubric
Accommodations:
Allow extra time for students with disabilities
Allow students with disabilities to partner up as necessary
Lesson Visuals and Resources:
See attached power point
Teacher examples of Op Art Hand
Click here for student examples