Lesson Plan: Anamorphosis Optical Drawing
Subject: Drawing (Intermediate - Advanced)
Grade: 9-12
Description:
Students will explore the possibilities of Optical art, especially in today’s “trick” artists with 2D art that takes on correct proportion and perspective when seen from an angle. Students will learn about Op Art of the 1960s and of today, review shading and shadow properties and put a new spin on perspective drawing. The subject of this project will focus on items that represent students’ future dreams, aspirations, goals and plans. Students will spend time planning their item, then printing it off the computer to a specific size. Students will then re-create their item into an optical illusion using an elongated grid technique, which changes the proportions of the item so that it can only be viewed proportionally from an angle. Students will practice problem solving skills as they transfer the images to the elongated grid, make decisions about shadows and decide on where to cut the paper to make it more believable.
Student work:
Grade: 9-12
Description:
Students will explore the possibilities of Optical art, especially in today’s “trick” artists with 2D art that takes on correct proportion and perspective when seen from an angle. Students will learn about Op Art of the 1960s and of today, review shading and shadow properties and put a new spin on perspective drawing. The subject of this project will focus on items that represent students’ future dreams, aspirations, goals and plans. Students will spend time planning their item, then printing it off the computer to a specific size. Students will then re-create their item into an optical illusion using an elongated grid technique, which changes the proportions of the item so that it can only be viewed proportionally from an angle. Students will practice problem solving skills as they transfer the images to the elongated grid, make decisions about shadows and decide on where to cut the paper to make it more believable.
Student work:
California State Standards for Visual and Performing Arts:
Creative Expression
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
Historical and Cultural Context
3.4 Discuss the purposes of art in selected contemporary cultures.
Aesthetic Valuing
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
Learning Objectives:
Students will:
- Create a drawing that shows knowledge of the following elements of art: Line, Shape, Form, Texture, Space and Value
- Create a drawing that questions the principle of design: Proportion
- Understand Optical Art throughout history and today in different cultures.
- Practice speaking about the artwork of others and of their own artwork through various mid-project and summative critiques.
Assessment:
Formative -
Planning worksheet on choosing item to draw (must represent student’s future).
Practice worksheet with drawing on an elongated grid.
Mid-drawing critique once contour drawings are becoming finished (before erasing of grid lines).
Summative -
Final assessment of finished drawing with rubric.
Class Critique.
Vocabulary:
Optical art (op art), Illusion, perspective, symbol, grid, anamorphosis (a distorted projection or drawing that appears normal when viewed from a particular point or with a suitable mirror or lens.)
Materials:
Paper (12x18), pencils, erasers, scissors, rulers, planning/practicing packet (sheet with criteria and steps, practice grid worksheet, self-critique), PP to introduce project (includes optical art throughout history and today, examples of project from artists, Video of someone creating an artwork similar to this project)
Instructional Strategies:
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Student Activities:
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Aesthetic Exploration:
Aesthetics are considered throughout the rendering process. Students will need to add value to their artwork to render it realistically. During this time they will make aesthetic choices as to how to recreate realism in pencil and how to make shadows convincing. Students will also consider how their image will look when viewed from an angle to make sure it is aesthetically pleasing.
Closure:
Student Critique of projects. Students will place drawings on tables and will walk around to look at their peer’s artwork. After having a look at everyone’s, students will get into groups with other students’ artwork. The groups will decide which one in their group is the most successful and then will present that to the class explaining why they chose it as the best example. This closure will allow students to collaborate, review criteria and objectives, analyze artwork of other people and practice reasoning opinions when deciding and presenting to class.
Aesthetics are considered throughout the rendering process. Students will need to add value to their artwork to render it realistically. During this time they will make aesthetic choices as to how to recreate realism in pencil and how to make shadows convincing. Students will also consider how their image will look when viewed from an angle to make sure it is aesthetically pleasing.
Closure:
Student Critique of projects. Students will place drawings on tables and will walk around to look at their peer’s artwork. After having a look at everyone’s, students will get into groups with other students’ artwork. The groups will decide which one in their group is the most successful and then will present that to the class explaining why they chose it as the best example. This closure will allow students to collaborate, review criteria and objectives, analyze artwork of other people and practice reasoning opinions when deciding and presenting to class.