Op Art

Sixth Grade

4 class periods

45 minutes per class

Op Art, Sixth Grade Art Lesson

Day 1:

Student are shown a YouTube video that has a fun introduction to op art, some of the famous artists of op art and many op art examples.  By the time we were done viewing it, some of my students were shaking their heads because their eyes were playing tricks on them.  Learning About Op Art.

After the video, we set to work starting our op art designs on a 12 x 12 inch piece of white drawing paper.  I have students use a circle stencil (Pringle lids work excellent for this) and trace a 3 or 4 circles anywhere they would like on their paper.  Circles may go off the paper, but they should not overlap.

Next, I demonstrate to student how create a checker board on the circle.  We discuss how we want the lines to curve in order to create a sphere look.

Students use a black sharpie marker to create the black and white checker board design in each sphere.  I have students mark lightly with a pencil the areas to color black.

Day 2:

On the second day of this lesson, I begin class with another video that shows numerous examples of op art.  Op Art Example of Victor Vasarely. After the video, using a ruler, I demonstrate to students how to create the cones in the background of the composition.  Students are shown how to create curved lines, so once again we give our cones the look of being three dimensional.

Students are given the choice to color the cones in a complementary color scheme (red/green, blue/orange, or yellow/violet).  We used crayons for this step.  

After the cones are colored, students are given a demo on how to create the highlight using an eraser on the center of the cones and adding some shadow to the edges of cone using a black crayon.  BLEND!  BLEND!

We used an eraser to erase the crayon to create the highlight down the center of the cone.

A black crayons was used not he sides of the cone to create the shadow.

Day 3:

During our third class period, students are shown how to create the wave line in the background of the composition.  They are allowed to use any two markers of their choice to color the spaces between the wavy lines.  Stress craftsmanship!

A wavy line is added to the background, outlined with a black sharpie and colored using 2 markers colors of their choice.

Day 4:  

Use this day for students to catch up on any parts of their composition they still need to complete.

Student Examples:

Primary Popsicles

 Kindergarten 

2 class periods 

50 minutes per class

Primary Popsicles, Kindergarten Art Lesson

What are the three most important colors in the art room?  Ask any kindergarten student in my school and they should be able to tell you RED, YELLOW and BLUE.  Students learned that these three very important colors are called primary colors and that when mixed, create all the other colors that we know and love so much on the color wheel.

Day 1:

I began this lesson by sharing this catchy song about the primary colors: 

Students were given 3 pieces of white paper 4 x 6 inches in size, a pencil, a paint brush, a water bucket, a piece of newspaper to work on and red, blue and yellow liquid tempera paint.  First step, have students write their name on the back of all 3 pieces of paper!

Step by step as a class we painted the popsicles.  Students were shown how to paint each popsicle one color (flavor) at a time.  

Before we mixed the two colors together we painted our rectangle using a primary color on top and then a primary color on the bottom.  Students were instructed to leave a white belly on their paper.  

Using the lighter primary color we painted over the top half of the darker primary color and glided our brush up and over the white area.  The mixing of the two primary colors happened right on the paper.  We used this method to create each secondary color.

Students were also instructed on “Mrs. Cornell’s Rules for Painting in the Art Room.” This discussion showed students the proper way to clean their brush between colors and how to use the drying rack.

After all 3 popsicles were painted and we cleaned up our work area, we started on part 2 of our project.  Using a piece of white paper 9 x 12 inches and markers (primary colors only) we decorated the paper using different lines and patterns.

Collect and save for day 2.

Day 2:

To review the idea of color mixing students listened to the story White Rabbit’s Color Book by Alan Baker.  

We then took our white paper with the patterns and designs drawn on it and glued it to a piece of construction paper (11 x 14 inch).  The construction paper choices were red, blue or yellow.

Each student was given 3 popsicle sticks.  These were then glued onto the white patterned paper.

Demonstrate to students how to cut the corners off their painted rectangle pieces to create each popsicle.

 These are then glued to the sticks.  For a finishing touch, we take a white oil pastel and add a little glisten line to the corner of each popsicle.  Students loved this project.  It is cute, successful and very easy to execute.

Student Examples:

Animal Aborigine Dot Painting

 Fourth Grade Art Lesson

3 Class Periods

50 minutes per class

Animal Aborigine Dot Painting, Fourth Grade Art Lesson

About Aborigine Art:

The Aborigine Culture dates back to 80,000 years ago.  Most Aboriginal artwork is based on story telling or what they refer to as "The Dreaming."  The artwork is usually depicted in an aerial viewpoint, as if you are looking down upon the object.  The paintings often tell the story of their knowledge of the land, events that happen to them or their beliefs.  An Aboriginal artists cannot paint a story, event or a belief that does not belong to them or their family.  This is what makes their artwork so personal and unique to the artist.

Day 1:

As a class we discuss the Aborigine culture and look at numerous example of Aborigine Dot painting.  After our discussion, we begin the set up of our dot painting.  First we mount a piece of brown Kraft paper to a piece of colored construction paper.  This piece is then mounted to a black piece of construction paper.  Make sure students labeled the composition with their name on the back.  We use silver sharpies for this step.

Next, I created numerous silhouette  drawings of animals that are commonly found in artwork created by Aborigine artists.  Students select the pattern they would like to use for their composition.

The pattern is then carefully cut out.

And then traced onto the brown Kraft paper.  We discuss paper directions and how we would like our stencil to enter into the composition.

After the animal is traced, we create a circle to represent the sun in our composition.  We keep the rays of the sun limited to 5 or 6 lines.  These lines then go off the paper in all directions to break up the negative space within the artwork. 

Day 2:

Students are shown this YouTube video that reviews things discussed in the previous class as well as showing how Aborigine artists create their dot paintings using a stick. Dot Painting by an Aborigine Artist. Imagine the time!  The patience!  Have students pay attention to the size of the painting.  IMPRESSIVE! 

Students use black liquid tempera paint and a Q-Tip to outline the animal stencil.  They are given a demonstration on how to create the dots using the Q-Tip.  We discuss how important it is to keep our dots in a line with little spacing between the dots.

Students are then showed how to begin the sun in their compositions.  Students are also given a small stick, so they can create even smaller dots.  We discuss how adding smaller dots inside larger dots can add interest to our creation.

Next, we use black once again to create a dotted outline around our sun and rays.  

I point out to students the negative space that is created in the background of their compositions.  Students are instructed how to tackle one section at a time in the background to fill with dots.  Students love this assignment and often are concentrating so hard on their artwork and painting you could hear a pin drop in the class room.

Day 3:

We use this class period to finish up our paintings.  Some students may need to be reminded to put their dots closer together.  I feel once they get close to being done, they start rushing to fill in the remaining space.  Also, encourage students to use the stick to create smaller dots within their dots to make the composition more complex.

Student Examples: