Unit: Op Art Silhouettes TEKS Big Idea: Art that incorporates Math/Geometry
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1 Subject: Art I Week 1 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical Cultural 4. Evaluation/ STAAR Focus: Perception Expression Relevance Response Math A B A B C A B A B C D D E F C D C D M Focus: Art Criticism (Sketch/Document): Victor Vasarely, Zebras (1937) Presentation: Op-Art Movement (Focus on Riley and Vasarely); Geometric Patterns: Demonstrate basic measurement techniques (practice with rulers-centimeters); review of compass techniques Activity: The students will use a ruler to complete Geometric Pattern #1 on their practice handout. Studio: Working with multiple light stations, students will take turns tracing each other s silhouettes onto 18 x 24 drawing paper. Students should outline their silhouettes in Sharpie to clean up the sketch. Extension: Students may choose to incorporate their hands in an expressive (and appropriate) gesture to create a more complex design. Assessment: Completion of Art Criticism sketch. Completion of one geometric pattern. Observation of progress on studio project T Focus: Art Criticism (Description): Victor Vasarely, Zebras (1937) Presentation: Overview of Op-Art Silhouette Project with images of student examples and hard-copies of student work; overview of Geometric Pattern #2 Activity: The students will use a ruler and compass to complete Geometric Pattern #2 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism. Completion of one geometric pattern. Observation of progress on studio project W Focus: Art Criticism (Analysis E.O.A./P.O.D.): Victor Vasarely, Zebras (1937) Presentation: Overview of Geometric Pattern #3 Activity: The students will use a ruler to complete Geometric Pattern #3 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism. Completion of one geometric pattern. Observation of progress on studio project Accommodations Printed copies of PPT slides Pre-measured Geometric Pattern Practice handout Extended time Preferential seating Check for understanding Big Idea: Art that incorporates Math/Geometry Objectives: The students will be able to explore the Op Art Movement and geometric design. They will work collaboratively to compose a silhouette self-portrait that demonstrates a variety of contrasting Op Art patterns Th Focus: Art Criticism(Interpretation): Victor Vasarely, Zebras (1937) Presentation: Overview of Geometric Patterns #4 Activity: The students will use a ruler and compass to complete Geometric Pattern #4 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism. Completion of one geometric pattern. Observation of progress on studio project F Focus: Art Criticism(Evaluation): Victor Vasarely, Zebras (1937) Presentation: Overview of Geometric Pattern #5 Activity: The students will use a ruler to complete Geometric Pattern #5 on their practice handout. Studio: The students will continue tracing silhouettes Assessment: Completion of written Art Criticism (turn in for final grade). Completion of one geometric pattern (turn in for progress grade). Observation of progress on studio project (progress check grade for completed silhouette, outlined in Sharpie) Materials: Drawing paper (18 x 24), tape, sketching pencil (HB), light source (portable projector), ruler, compass, protractor, eraser, Sharpie markers Resources: Op-Art slide show, Geometric pattern step by step handout (teacher created), Geometric pattern student practice sheet, Student Examples of Op-Art Silhouette project Technology: Document camera for Geometric pattern demonstrations; student smart phones to research additional patterns and artists Vocabulary: Op Art, Optical Illusion, Silhouette, Pattern, Repetition, Rhythm, Movement, Contrast, Variety Key Artists: Bridget Riley, Victor Vasarely Notes: Students may also divide a blank paper into ten sections instead of tracing their silhouette (include a half inch border) OB/PF Observation/Performance SP Student Participation CP Completed Project CRT Self-Critique/Peer-Critique Other:
2 Subject: Art I Week 2 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical 4. Evaluation/ STAAR Focus: Math Perception Expression Cultural Relevance Response A B A B C A B A B C D D E F C D C D M Focus: The students will use a ruler to complete Geometric Pattern #6 Presentation: Op Art Silhouette Demonstration Activity: Studio: Students will use a ruler and a sketching pencil to LIGHTLY divide/shatter their silhouette into at least ten sections, incorporating a variety of line directions. They should begin to LIGHTLY plan out their geometric patterns. Students may refer to the Op-Art Pattern Packet for more design possibilities. Students should carefully consider contrast in their overall design alternating light and dark valued patterns in adjacent sections. Some designs may extend past the original sections. Extension: Students may choose to incorporate organic, personal, or symbolic designs following Notan principles Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (10 sections, pattern planning) T Focus: The students will use a ruler to complete Geometric Pattern #7 Presentation: Activity: Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (1-2 additional patterns completed) W Focus: The students will use a ruler to complete Geometric Pattern #8 on their practice handout. Presentation: Activity: Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (1-2 additional patterns completed) Accommodations Pre-measured Geometric Pattern Practice handout Stencils and measure strips for basic Op-Art pattern (#10) Extended time Preferential seating Check for understanding Notes: Big Idea: Art that incorporates Math/Geometry Objectives: The students will be able to explore the Op Art Movement and geometric design. They will work independently to compose a silhouette selfportrait that demonstrates a variety of contrasting Op Art patterns Th Focus: The students will use a ruler to complete Geometric Pattern #9 Presentation: Activity: The students will use a ruler to complete Geometric Pattern #9 Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project (1-2 additional patterns completed) F Focus: The students will use a ruler to complete Geometric Pattern #10 Presentation: Overview of Geometric Pattern #10 Activity: The students will use a ruler to complete Geometric Pattern #10 Peer Critique Studio: The students will continue designing their Op-Art Silhouette, LIGHTLY sketching in additional patterns. Assessment: Completion of one geometric pattern warm up (turn in for grade). Observation of progress on studio project (progress check grade for more than half of the patterns completed) Materials: Drawing paper (18 x 24), tape, sketching pencil (HB), light source (portable projector), ruler, compass, protractor, eraser, Sharpie markers Resources: Op-Art slide show, Geometric pattern step by step handout (teacher created), Geometric pattern student practice sheet, Op-Art Pattern Packet, Student Examples of Op-Art Silhouette project Technology: Document camera for Geometric pattern demonstrations; student smart phones to research additional patterns and artists Vocabulary: Op Art, Optical Illusion, Silhouette, Pattern, Repetition, Rhythm, Movement, Contrast, Variety Key Artists: Bridget Riley, Victor Vasarely OB/PF Observation/Performance SP Student Participation CP Completed Project CRT Self-Critique/Peer-Critique Other:
3 Subject: Art I Week 3 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical 4. Evaluation/ STAAR Focus: Perception Expression Cultural Relevance Response Math A B A B C A B A B C D D E F C D C D M Focus: Art Criticism (Sketch/Document): Tobias Rehberger Presentation: Op Art Silhouette Demonstration Activity: Studio: The students will continue designing their Op-Art Silhouette. After LIGHTLY sketching in additional patterns, they will outline and fill in their geometric designs with Sharpie marker. Assessment: Completion of art criticism warm up. Observation of progress on studio project Big Idea: Art that incorporates Math/Geometry Objectives: The students will be able to analyze Contemporary Op-Art and create geometric designs. They will work independently to compose a silhouette selfportrait that demonstrates a variety of contrasting Op Art patterns Th Focus: Art Criticism(Interpretation): Tobias Rehberger Presentation: Activity: Studio: The students will continue outlining and filling in their geometric designs with Sharpie marker. Students may incorporate chalk pastel or acrylic paint to fill in the negative space/background. Assessment: Completion of art criticism warm up. Observation of progress on studio project T W Focus: Art Criticism (Description): Tobias Rehberger Presentation: Activity: Studio: The students will continue designing their Op-Art Silhouette. After LIGHTLY sketching in additional patterns, they will outline and fill in their geometric designs with Sharpie marker. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project Focus: Art Criticism (Analysis E.O.A./P.O.D.): Tobias Rehberger Presentation: Activity: Studio: The students will continue outlining and filling in their geometric designs with Sharpie marker. Assessment: Completion of one geometric pattern warm up. Observation of progress on studio project Accommodations Printed copies of PPT slides Stencils and mat board strips for basic Op-Art pattern (#10) Extended time Preferential seating Check for understanding F Focus: Art Criticism(Evaluation): Tobias Rehberger Presentation: Activity: Peer Critique Studio: The students will complete outlining and filling in their geometric designs with Sharpie marker. Students may incorporate chalk pastel or acrylic paint to fill in the negative space/background. Assessment: Completion of art criticism warm up (turn in for grade). Student self-evaluation of studio project. Final project grade Materials: Drawing paper (18 x 24), tape, sketching pencil (HB), light source (portable projector), ruler, compass, protractor, eraser, Sharpie markers Resources: Op-Art slide show, Geometric pattern step by step handout (teacher created), Geometric pattern student practice sheet, Op-Art Pattern Packet, Student Examples of Op-Art Silhouette project Technology: Document camera to share student work; student smart phones to research additional patterns and artists; digital camera to document art work Vocabulary: Op Art, Optical Illusion, Silhouette, Pattern, Repetition, Rhythm, Movement, Contrast, Variety, Space, Positive/Negative Space Key Artists: Tobias Rehberger (Contemporary, German) Notes: Students may choose to incorporate organic, personal, or symbolic designs following Notan principles OB/PF Observation/Performance SP Student Participation CP Completed Project CRT Self-Critique/Peer-Critique Other: Student photograph work for digital portfolios
4 Geometric Line/Organic Pattern Rubric Points Geometric Line/Organic Pattern Rubric Points Project Complete/Deadline Met (0-15 pts) Project Complete/Deadline Met (0-15 pts) Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex designs Comments: Final Grade Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex design Comments: Final Grade Geometric Line/Organic Pattern Rubric Points Geometric Line/Organic Pattern Rubric Points Project Complete/Deadline Met (0-15 pts) Project Complete/Deadline Met (0-15 pts) Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Followed Directions (0-40 pts) Worked with a partner to trace silhouette Divided silhouette into at least 10 sections Alternated light/dark valued patterns to create contrast and balance Outlined/filled in patterns with Sharpie marker Addressed background/negative space Final draft on good drawing paper Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex design Comments: Final Grade Neatness/Presentation (0-20 pts) Lines/patterns made with ruler/compass Designs neatly outlined filled in with solid values Finished product is clean no tears, folds, stray marks or stains Work Ethic/Time used wisely (0-15 pts) Consistent effort/if work was finished early, could it have been improved? Creativity/Aesthetic Quality (0-10 pts) Unique idea, composition/highly detailed, complex design Comments: Final Grade
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