Layered Illusion Sculpture

LESSON OBJECTIVE: Students will learn how the Op Art Movement effects the works of art and the viewer. 

Plan and create a wire sculpture from layered transparency with a social/political/emotional meaning. 

CA Art Standards

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

2.5 Create an expressive composition, focusing on dominance and subordination.

2.6 Create a two or three-dimensional work of art that addresses a social issue.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Key Vocabulary: 

Op Art Kinetic Optical Illusion Chromatic Achromatic Complementary           Neutral         Contrast                        Value

Emphasis Subordination Free Standing

MATERIALS: 

Wire

Transparencies

Sharpie Markers 

Modifications: 

English Language Learner: Handout for project, project samples, Powerpoint with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding

Special Needs: Handout for project, project samples, Powerpoint with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 

Students will revisit  Color, Repetition, and Pattern from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. 

DIRECT INSTRUCTION:

Day 1: Power Point Presentation Op Art

Opening: Art Link: Gerhard Richter 

Pre-assessment: Sketchbook: 

How does this art effect you? 

Review: Describe, analyze, interpret, Evaluate 

 ART HISTORY: Gerhard Richter

Version VII—of Richter’s kaleidoscopic work, 4900 Colors (2007) in this new venue of Beijing. Composed of 196 panels, each consisting of 25 colored squares that can be arranged in 11 core configurations, this work pursues the artist’s early investigation of color field paintings which he began creating in 1966 by replicating, in large-scale, industrial color charts produced by paint manufacturers. It epitomizes Richter’s practice, and his constant quest to ultimately “desubjectivise” painting. 

Discussion: Op Art

History

Impact on culture

Objective of Op Art

Requirements to be considered Op art

• Short for Optical Illusion Art 
• 1964 Time Magazine article gives the art form its name Optical Art (Op Art)
• Op Art:  appears to be moving due to the precise, mathematical composition
• 1965 exhibition Op Art
• Entitled, The Responsive Eye
• Artists: Victor Vasarely, Bridget Riley and Frank Stella
• 1965 art exhibition starts a huge fashion and advertising trend
• Op Art exists to fool the eye
• Creates a visual tension between the eye and mind of the viewer
• Geometric 
• Non-representational
• Art elements are chosen to achieve maximum effect
• Line
• Shape
• Color
• Critical Techniques
• Perspective
• Juxtaposition of color
• Chromatic (hues)
• Achromatic (black, white, gray)
• More then any other art movement, positive and negative space are of equal importance

In visual art, the term kinetic art refers to works that incorporate real or apparent movement. 

Op art paintings & drawings 'motion' is merely an optical illusion.

ART HISTORY: Jesus Rafael Soto
1923-2005

Born Venezuela

Kinetic Sculpture and painter

founder kinetic art

1950-1955 experiments with geometric forms

Turns Op art from 2D to 3D with large plexiglass sculptures

Influenced by Braque

1950 he moves to Paris. There he associated with Yaacov Agam, Jean Tinguely, and Victor Vasarely, as well as artists connected to Galerie Denise René and the Nouveau Réalistes (New Realists). 

Soto started out as an illusionistic painter, in 1955 he participated in Le mouvement (The  Movement) the exhibition that effectively launched Kinetic art. 

• Kinetic Art: is art from any medium that contains movement perceivable by the viewer or depends on motion for its effect.
• Emphasis: principle of art 
• One element of an artwork is given dominance by the Artist. 
• The artist makes a part of the work stand out to draw the viewer's eye there first.
• All worthy works of art employ emphasis
• Without this principle: the art piece seems monotonous and boring to the eye.
• Subordination:  minimizing or toning down other compositional elements in order to bring attention to the focal point.
• Emphasis: an area that the artist wants to draw attention to as the most important aspect. This area has dominance. 

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

Presentation assessment

FINAL PROJECT

• Student will create a layered 3D art project in the style of Jesus Rafael Soto and/or Gerard Richter 
• Student must incorporate the principle of emphasis and a social/political/emotional issue
• Student will create an free standing interior  structure to place layers
• Student will use a minimum of 5 transparent layers to create one art project
• The size of the project may not exceed 10”x10”
• The final project must include color choices

Wire Balance Sculptures with Calder

OBJECTIVE: Students will observe and create kinetic balance in artwork. After studying the artist Calder, Students will Plan and create a wire and foam core sculpture in perfect balance 

INTRODUCTION: (Anticipatory set): 

Art Link: 

Think, Pair, Share on balance 

In your sketchbook: draw an example of balance in nature (organic balance) 

How have we used Balance in our artwork to date 

KEY VOCABULARY: Mobile, Armature, Stable, Kinetic Movement, Actual Movement, Balance and emphasis

MATERIALS: 

14 gauge wire (Dick Blick)

7x11 piece of Foam Core

1 Large Rock: Lowes Large Beach rock $10 a bag

Blue, Red, White, Black and yellow Acrylic Paint. 

Artists/Art History: Alexander Calder  (1898 – 1976)

American sculptor and artist

Expressionist Movement 

Studied mechanical engineering

Famous for inventing the mobile. 

Alexander Calder also created paintings, lithographs, toys, tapestry and jewelry.

1930's and 1940's trace the sculptor's early roots in Surrealism. 

Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. 

Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl”

Project Requirements: 

Plan and create balance sculpture with actual movement in the style of Calder

Sketchbook: 

Plan design of the sculpture. Consider: 

Wire structure

Color

Shape

Balance

Final Project

Stable is balanced and well structured

Shape Disks are in the style of Calder and well painted

No paint strokes present, shape disks, and rock

Sculpture is balanced from all sides

Sculpture has detail and precision (stable, wire, paint, balance)

Sculpture has actual kinetic movement

Assessment: 

Informal: Small group written critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques, group activities to check for understanding

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate more details and principles into the final project

Scaffolding adaptations: 

Students will revisit Balance and emphasis from previous learning. We will use similar visuals to refresh earlier learning.  Notes on Art history, Key Vocabulary and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. 

INSTRUCTION: 

Students will receive details about Calder, Balance, Stables and Mobiles

DIRECT INSTRUCTION:

Day 1: Power Point Presentation Op Art

Opening: Art Link: Balance

Draw a picture of balance in Nature 

Draw a second example of balance using shape and line

How have we used balance in class to date

Critique: Describe, analyze, interpret

Discussion: Alexander Calder & Impact on culture

ART HISTORY: 

The mobile is a kinetic sculpture delicately balanced or suspended components with actual movement

Kinetic: moving parts, depends on motions for the effect

Powered by

Wind

Motor

Viewer

Indirect Instruction

Video of the circus

Describe what you saw. 

What thoughts do you have on this artwork?

Given the opportunity, what aspect of the circus would you want to interact with directly? 

How does this work relate to Calder’s Mobiles? 

Teacher Models: 

Movement and Art History

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

DIRECT INSTRUCTION:

Alexander Calder  (1898 – 1976)

American sculptor and artist

Expressionist movement

Studied mechanical engineering

Famous for inventing the mobile 

He also created paintings, lithographs, toys and jewelry

Calder’s stationary sculptures are called stabiles

1930's and 1940's trace the sculptor's early roots in Surrealism. 

Random and spontaneous expression was emphasized as a way to release the subconscious impulse into art. 

Calder used continuous line drawing which he adapted to his innovative wire sculptures such as "Goldfish Bowl.” 

Balance gives viewers the feeling that all parts of the work are in equilibrium  

All paintings and sculptures in galleries and museums are balanced in some way.  

Two basic forms of balance 

symmetrical 

asymmetrical

Symmetrical

To determine the basic balance of an artwork, draw an imaginary line down the center

If what happens on one side generally happens on the other, we say the work is symmetrical.  

The illustration above simplifies symmetry’s basic organization.

Asymmetrical balance will also give a sense of equilibrium

The organization is more complex.  

Just as you and your heavier seesaw partner had to figure out how to arrange yourselves on the seesaw

The artist must play with the specific elements to bring them into balance.

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

Presentation assessment

FINAL PROJECT: Students will Plan and create a wire and foam core sculpture in perfect balance 

Day 2: Art Link 

Quiet writing in sketchbook

Calder: What did he invent?

Why was he dissatisfied as an artist early in his career?

Name and describe one activity from the video?

What makes his sculptures special?

Sketchbook Planning

Students receive handouts on Calder and Rock

Students plan their wire sculptures

Plan Shapes

Plan Balance

Day 3: Sketchbook Planning 

Once approved

Student will receive 

Rocks

Wire

Foam Core 

Studio: Begin to construct sculptures

Day 4: Art Link: http://whitney.org/WatchAndListen/Artists?play_id=856

Take notes for artist statement

important to note how the circus influences his body of work

Studio: Continue to Balance 

Wire Sculpture with Alexander Calder

Art Link: 

What is Form

Compare and contrast Form to art we have created in the classroom

INTRODUCTION to lesson (Anticipatory set): 

Analyze the pillow artwork by Mathilde Roussel

Use Critique/discussion form to enhance conversation

Think-Pair-Share 

Group discussion about this work of art

OBJECTIVE: Using uncut Wire, create a piece of art inspired by Alexander Calder. Include Form Space and balance in the final work of art. 

Discuss with table form and space as pre-assessment

Discuss and practice drawing your final project on paper

Work closely with teacher before receiving wire

Students will understand new vocabulary as is relates to visual art: 

Form Space Balance Relief Sculpture 

Mobiles High Relief Middle Relief Ladder perspective

Low Relief Space shapes Free-standing sculpture

Linear perspective Mobile Kinetic Stabiles

CA STANDARDS: 

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

PURPOSE: complete a wire sculptue addressing elements and principles of art

INSTRUCTION: 

Students will discover review the elements of art, explore, form, space and balance, look at the artwork of Alexander Calder and create a wire sculpture piece as a final art project. 

MATERIALS: four feet of wire per student

Sketch paper

Pencils

DIRECT INSTRUCTION:

Power Point Presentation FORM

Pre-assessment: Sketchbook: 

How does this art effect you? 

Opening: Art Link: What is Form activity

Review: Elements of art 

Discussion: Form, Space, Balance

Space: Overlapping

Ladder perspective

Linear perspective

Form and Sculpture

Relief Sculpture

Free Standing Sculpture 

Space and sculpture

Review Principles of Art

Balance

Symmetry

Asymmetry

ART HISTORY: ALEXANDER CALDER

Expressionist

Began with wire circus

Invented Mobile

VIDEO: Calder’s Circus

Wire sculptures

Describe, Interpret, Analyze

Calder had plans in his sketchbook

Teacher Models: 

Form, Space and Balance throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

FINAL PROJECT: Students will create a wire sculpture in the style of Alexander Calder

Sculptures must be in the shape of a box and have objects inside

Wire may not be cut, students will solve the problem of the wire in its 

full length

Students will draw and submit three plans for their wire before receiving 

Wire. They must consider measurements, interior content Form,   Space and Balance. 

Op Art Wire sculptures

Art Link: 

What an Optical Illusion

How do artists create illusions in their work

Name three ways we have used illusions in our artwork

INTRODUCTION to lesson (Anticipatory set): 

How does this art effect you? 

OBJECTIVE: Create wire sculpture from found objects, finished in two colors to give the illusion of visual movement. 

Students will understand new vocabulary as is relates to visual art: 

Op Art Kinetic Optical Illusion Chromatic Achromatic

Negative Space Positive Space Complementary

Neutral Contrast Value Hue

Saturation

CA STANDARDS: 

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).

PURPOSE: complete a wire sculpture with contrast that creates the illusion of movement

INSTRUCTION: 

Students will receive details about Op Art

Students will aid in instruction by researching one of nine artists and sharing the information with the class. 

MATERIALS: 

Wire Hangers

Wood block

Nylon sock

Acrylic paint

brushes

DIRECT INSTRUCTION:

Day 1: Power Point Presentation Op Art

Opening: Art Link: What is an Optical Illusion

Pre-assessment: Sketchbook: 

How does this art effect you? 

Review: Describe, analyze, interpret

Discussion: Op Art

History

Impact on culture

Objective of Op Art

Requirements to be considered Op art

ART HISTORY: Indirect Instruction

Each table will receive research paper on one of nine artists

Students will read, collect data and present one artist to the class as a

Group

Students will take notes in their sketchbook about each of the nine artists

MC Esher

Julian Stanczak

Josef Albers

Yaacov Agam

Jesus-Rafael Soto

Richard Anuszkiewicz

Bridget Riley

Frank Stlla

Victor Vasarely

Teacher Models: 

Optical illusion and art History

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

Presentation assessment

FINAL PROJECT: Students will create a wire sculpture using op art style

Sculptures must be made from supplies received

Students will use two contrasting colors to achieve optical movement

Day 2: Color theory

Art Link: Prep for presentations

Student artist Presentations

Day 3:

Art Link: 

Favorite artist studied from day 2

Discussion:

Complete presentations

Rubric

Studio: Begin to construct sculptures

              Wire hanger into wood block

Day 4: Color Theory

Art Link: Compare and contrast Vasarely’s two works of art

One black and white, one in color. 

Studio: Artists construct their three piece wire sculpture. 

               Paint it with a glue mixture

                     1/3 Elmers glue 2/3 water

Discussion: 

Color Theory with Josef Albers

Day 5: Black and white study

Art Link: 

Studio: artists paint sculpture with glue mixture

Draw sculpture in sketchbook to study

Fill in sculpture study with black and white pattern

Day 6: Color study

Art Link

Studio: artists paint sculpture with glue mixture

Draw sculpture in sketchbook to study

Fill in sculpture study with a two color pattern

              Paint with acrylic paint

                 no blue tape allowed

MATERIALS: 

   Wood blocks (all shapes) two drilled holes that will hold wire hanger

   Wire hanger

   Glue 

   Water

   Paint brushes (small brushes for details)