Discuss the works and make a list of characteristics of the art style, for example, - although the works are flat they fool the eye into thinking they are 3-dimensional, or actually moving - a mathematical form of art based on geometry - non-objective - uses contrasting colour, line and shape to create a sense of movement - uses perspective - positive and negative spaces are equally important
Introduce the challenge.
Create a geometric design that creates the illusion of movement.
Use contrast to create an alternating pattern.
Follow written instructions to accurately complete an op art design.
Demonstrate technical accomplishment.
Guide students through the steps outlined in worksheet.
Establish success criteria with your students, for example, I know I am successful when I have: - measured carefully - created an accurate op art grid design - used strong contrast - kept the paper in good condition
Observe students as they work.
Encourage them to share and expand on each others' ideas.
Provide individual assistance and encouragement.
Place students in small groups and have them share thoughts about the work.
During the discussion include references to: - colour - how colour intensity and contrast affect the overall impact of the work - technical accomplishment - how the condition of the paper, careful measurement and attention to detail affect the overall impact of the work
Ask students what they found satisfying about doing this project and why.
Ask them what was difficult about doing this project and why.
Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
Observe students as they discuss the designs – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
Use a checklist to track progress. (Download - Grid_tracking.pdf)
Have students use the self-assessment form to evaluate their work. (Download - Grid_self-assessment.pdf)