Lessons 1-2:  The Power of the Grid- Op Art
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  9"x12" white paper (or try light colored paper and color in with black marker), ruler, compass (optional), thick and thin black markers, Op Art references
Vocabulary: primary, secondary, complimentary colors, Op Art

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. Op Art is a 20th century art movement and style in which artists sought to create an impression of movement on the picture surface by means of optical illusion. First and foremost, Op Art exists to fool the eye. Op compositions create a sort of visual tension, in the viewer's mind, that gives works the illusion of movement. For example, concentrate on Bridget Riley's Dominance Portfolio, Blue (1977)- for even a few seconds - and it begins to dance and wave in front of one's eyes. Realistically, you know any Op Art piece is flat, static and two-dimensional. Your eye, however, begins sending your brain the message that what it's seeing has begun to oscillate, flicker, throb and any other verb one can employ to mean: "Yikes! This painting is moving!"
3. Look at this site to learn about the leader of the Op Art Movement, Victor Vasarely. There are interesting black and white studies from the 1950's.  Click "Op Art" for additional artwork. Choose an artwork by Vasarely and describe it.  Does it look like it is moving or vibrating around the page?
4. Look at this webpage to explore how COLORS CAN MOVE.
5. Look at the Op Art of Bridget Riley . Look at Paean (1973) Acrylic on canvas. Take our your color triangle you have painted our use another color wheel to refer to. If you look closely at the painting it consists of only straight lines! But the colors cause optical movement.
   What color(s) seem to come closer to you? What color(s) seem to recede or go back into space? Are there any PRIMARY colors in her painting? SECONDARY?
   Riley painted a few pairs of COMPLIMENTARY colors near each other. These are color OPPOSITES. Can you find them on your color triangle? Red-green, yellow-purple, blue-orange.  Remember that color opposites tend to vibrate the eyes.
6. Op Art Lessons  The first lesson can be simplified for third grade. Keep your grid large-your lines should be fairly far apart so it will be easier to color in. You may use a compass and draw concentric circles that enlarge in size if you choose. Use one color only if you need to keep this simple, or try light colored paper and color in with black marker.
   There is another lesson plan that requires only dots and lines on this site as well. 

Differentiation
Support:  Explore Colors with this Interactive Toolkit.

Extension: Read a short Biography: Bridget Riley Bridget Riley is one of Britain's best-known artists. Since the mid-1960s she has been celebrated for her distinctive, optically vibrant paintings which actively engage the viewer's sensations and perceptions, producing visual experiences that are complex and challenging, subtle and arresting. Riley is acclaimed as one of the finest exponents of Op Art, with her subtle variations in size, shape and position of blocks within the overall pattern. Her work is characterized by its intensity and it's often disorientating effect. Indeed the term 'Riley sensation' was coined to describe this effect of looking at the paintings, especially her early black and white pictures. Riley is fascinated with the act of looking and in her work aims to engage the viewer not only with the object of their gaze but also with the actual process of observation.

Here is a great  Grid Name Drawing Lesson Plan that you can try. This lessons can be used to reinforce color concepts, such as analogous colors and complimentary colors.  Also, this lesson is a natural extension of math concepts of measurement and using a ruler.

Paint a Color Wheel using primary, secondary and tertiary colors.  

Lessons 3-4: Grid Art Class Puzzle- (Choose between lesson 2 or 3)
Duration:  2 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Vocabulary: tint, shade, value, analogous colors

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. You have learned how to use a grid to locate information. Think of examples that use grids: multiplication tables, reading charts and graphs, etc. In this lesson you will all create a class puzzle that requires using a grid. Choose one of the famous paintings and lay a grid over the top. Each student will be assigned one grid on the painting to produce. The final class puzzle will be much larger than the original. Each student will be given a 6" x 6" piece of paper (or cardboard) to draw on. Each student should try to match the color, intensity, and line of the assigned square. When all are finished, assemble your class puzzle and compare it to the original painting. An example can be found in Mrs. Brown's Art Class.
3. Draw two diagonal lines from corner to corner with a ruler on your puzzle piece and on your larger paper.  Now turn your puzzle piece UPSIDE DOWN- You will be able to see the lines and shapes more clearly this way! 
4. Lightly draw the lines and shapes as best you can using your diagonal lines as a reference.  Don't worry! Just do the best you can! Draw the most important lines first. Then add smaller details. When you are finished your drawing, turn your masterpiece right-side-up. Do the two pictures look fairly similar? It doesn't have to be perfect!!

5. Use your oil pastels, colored pencils, or chalk to color in the darkest VALUES first. A value is the lightness or darkness of a color. You will need to OVERLAP colors to create the closest tones. Example: If your picture shows a dark blue-violet area you will need blue, purple and possibly black to create that color. That color would be a SHADE. How would you create a very light color? You would use your colors and add white. This is called a TINT. How do you create pink? Pink is made from red and white.  Follow your picture as close as possible.  Constantly compare colors and values between the two pictures until you are satisfied with your results. Do the two pictures look fairly similar? Again, it doesn't have to be perfect!!

6. For the teacher: Review color theory as the students add color. Who is using all three primary colors? What are your secondary colors? Has anyone used ANALOGOUS colors? What are they? (Analogous colors are colors places next to each other on the color wheel. They work well together since they are a color family.)
7. When your picture is finished give your drawing and picture piece to your teacher to puzzle together with the rest of your class.

8. Put away all your materials where they belong, and look under your table as well. Congratulations on a completed picture! Your teacher will display this outside the art room and it will be a sure crowd pleaser!

Differentiation
Support:  Give your student the simplest puzzle piece. Have the larger drawing paper already lined with diagonals. Turn papers upside-down and guide the child to follow the largest lines in each area first. The child can keep the drawing upside-down to color- this will allow the right brain to do its job and take the pressure off the child to complete an "accurate work". Always focus on one area at a time.
Explore Colors with this Interactive Toolkit.
Extension:  

Lessons 5-6:  Grid Art Class Puzzle- Impasto Painting- (Choose between lesson 2 or 3)
Duration:  2-3 class periods
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials: pencil, sketchbook, found object for the drawing ritual, value scale, thickened tempera paint (see step 5), 6"x6" cardboard, one 2"x2" or 3"x3"piece of a famous painting, acrylic brushes, water container, paper towels, newspapers to be placed under cardboard 
Vocabulary:  shade, tint, value, texture, impasto, analogous colors

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.

2. You have learned how to use a grid to locate information. Think of examples that use grids: multiplication tables, reading charts and graphs, etc. In this lesson you will all create a class puzzle that requires using a grid. Choose one of the famous paintings and lay a grid over the top. Each student will be assigned one grid on the painting to produce. The final class puzzle will be much larger than the original. Each student will be given a 6" x 6" piece of or cardboard to draw on. Each student should try to match the color, intensity, and line of the assigned square. When all are finished, assemble your class puzzle and compare it to the original painting.
3. Here is a photo of one of the most recognized paintings in the world: Vincent van Gogh's  (Dutch, 1853-1890) Sunflowers  from the Philadelphia Museum of Art field trip. Notice the texture and brushwork. Next, take a look at van Gogh's Cypresses. Look at the texture of the thick impasto paint.
4. Draw two diagonal lines from corner to corner with a ruler on your puzzle piece and on your larger paper.  Now turn your puzzle piece UPSIDE DOWN- You will be able to see the lines and shapes more clearly this way! 
5. Lightly draw the lines and shapes as best you can using your diagonal lines as a reference. Don't worry! Just do the best you can! Draw the most important lines first. Then add smaller details. When you are finished your drawing, turn your masterpiece right-side-up. Do the two pictures look fairly similar? It doesn't have to be perfect!!
6. To create texture use thick IMPASTO (a thick or lumpy application of paint) tempera paint - 
   Mix tempera paint with:
   Joint compound, sawdust, fine sand, salt, crushed eggshells, or coffee grounds to thicken and give texture, detergent can be added to prevent cracking, condensed milk for a glossy look, alum as a preservation, water & soap flakes to make it easier to wash out. Look at this webpage for more Paint Recipes.
   Put a few thick tempera colors in your egg carton or mixing tray.
7. Paint the darkest VALUES first. A value is the lightness or darkness of a color. You may need to OVERLAP colors in your mixing tray to create the closest tones. Example: If your picture shows a dark blue-violet area you will need blue, purple and possibly black to create that color. That color would be a SHADE. How would you create a very light color? You would use your colors and add white. This is called a TINT. How do you create pink? Pink is made from red and white.  Follow your picture as close as possible.  Constantly compare colors and values between the two pictures until you are satisfied with your results.
8. For the teacher: Review color theory as the students add color. Who is using all three primary colors? What are your secondary colors? Has anyone used ANALOGOUS colors? What are they? (Analogous colors are colors places next to each other on the color wheel. They work well together since they are a color family.)

9. Do the two pictures look fairly similar? Again, it doesn't have to be perfect!!  When your painting is finished put this in a safe place to dry. Your teacher will put all the puzzle paintings together to form one large painting and mount this on colored cardboard. Hang this in a special place for everyone to see. This will be an exceptional crowd pleaser!

   View the student ART GALLERY to see a class impasto painting of van Gogh's Sunflowers.

Differentiation
Support: 
Extension:  

Lesson 8: Tessellation Art
Duration:  1 class period
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials:  pencil, sketchbook, blinder card, found object for the drawing ritual, one 3"x5" note card per student (this will be cut to 3"x3") OR 3"x3" cardstock, pencil, clear tape, scissors, two 9"x12" OPPOSITE color construction papers
Vocabulary: tessellation, complimentary colors

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. What are a Tessellations?  Look at some Tessellation Animations.
3. How do you make a tessellation?  It is not difficult if you follow the directions! This is a great Tessellation Tutorial from artist Jim McNeill using cut shapes and two colors. Click "Demonstration" then "Tutorial."
4. Use COMPLIMENTARY COLORS (or opposite colors on the color wheel).

Differentiation
Support:  This is an easy bird tessellation idea: Art Projects For Kids
Extension:    There are other methods to create tessellations. Try this Cut Paper Method.

Lesson 9: Grid Art- Create a Patterned Print
Duration:  1 class period
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
Assessment:  Grading Rubric
Materials: pencil, sketchbook, found object for the drawing ritual, potatoes, scratchfoam, or blocks and stamp pads, acrylic or tempera paints, 9x12 or 12x18 white or colored paper

Activities

1. Drawing Ritual in sketchbook- Look at this site for Rituals to Start an Art Class. This is a five minute sketch in your sketchbook. Use a blinder card (place the pencil through a hole in the center of a 8 x 8 inch card).  Only look down on your paper to reposition your pencil. Finish the drawing using your blinder.  Remove the blinder and use your VALUE SCALE to add values to your found object. Look at Unit 1, lesson #8 to create a value scale if you haven't done so. If you squint at your object the darkest values seem to "pop" out.  Color the darkest or #5 value first.  Finish adding your other values. Put the date in your sketchbook.
2. Choose one of the wonderful printing methods for your students from the links below.
3. Look over these types of printmaking. One print uses potatoes and acrylics paints (you may use tempera), the other uses scratchfoam (or scratchboard) and ink and  brayers. With the potato, create prints in a grid pattern across and down the paper or use a long thin sheet of white, black or colored paper to print across the length. With the scratchfoam, scratch a patterned design beginning with a grid into the board: Printing Lessons.  
   This lesson uses objects such as blocks to be stamped into a stamp pad  and printed: Printing using STAMPS.

Differentiation
Support: 
Extension:  

Duration:  1 class period
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials. Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art. Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
 
Activities

Differentiation
Support: 
Extension:  

Lesson 9:
Duration:  1 class period
     
Standards-Based Assessments
Standard 1:. Recognizes and uses the visual arts as a form of communication. Selects visual images for works of art to communicate ideas.
Standard  2: Knows and applies elements of art and principles of design. Identifies primary colors.
Standard  3: Knows and applies the use of tools, materials, techniques, and processes. Demonstrates appropriate used of tools and materials.     Demonstrates instructed techniques and processes.
Standard 4: Demonstrates an understanding of art in relation to history, culture, and community. Produces art that has been influenced by aspects of history. Produces art that has been influenced by aspects of culture. Produces art that has been influenced by aspects of community.
Standard 5: Critiques works of art through analysis, assessment, and evaluation. Describes/shows similarities and differences between works of art.   Describes the mood and/or feeling in works of art. Explains personal likes and dislikes about works of art.
 
Activities

Differentiation
Support: 
Extension: