COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Katryna Hinkley
SCSU Course: ART 394, Visual Art in the Elementary School
Date: 12/4/2023
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Op Art
Grade Level: 4th Grade
Subject Area: 2D Arts
Unit of Study: Drawing

How does this lesson connect with and build on previous lessons and how will it connect to
subsequent lesson(s)? (What came before and what will come next?)
I’m imagining that this is a TAB classroom that one day a week we have a Bootcamp on an art movement.
The project they are currently working on had the optional prompt of “Create a design for a school supply
(notebook, backpack, laptop, etc) that makes use of pattern and color.” We have previously discussed
design. This ties into this bootcamp because it is about creating a design, and optical illusions typically utilize
pattern. Color isn’t always involved in optical illusions, but it is being used in this bootcamp activity.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Power point
Content Vocabulary (word/term and grade level appropriate definition):
Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
- Optical: Has to do with your eyes and sense of sight.
- Illusion: Something that’s not actually there and tricks your brain!
- Movement: The appearance of motion or change in an artwork, often achieved through
techniques like repetition, color, or line.
- Depth: The use of illusion to create distance in artwork (overlapping objects or perspective).
- Design: The process of creating or planning something with a specific purpose or look in
mind
- Form: The use of shading and perspective to give an object in your artwork a 3D effect.
Supporting Vocabulary (word/term and grade level appropriate definition):
  Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 Justify: Explain why you did something.

STANDARDS AND LEARNING OBJECTIVES

Content & Language Standard Content Objective Assessment
(Code and Benchmark) (What skill will the student demonstrate and (How will you measure the skill, determine
how will you assess it?) proficiency, and give feedback to students?)

MN Content Standard: Students will be able to devise a Measurement Tool(s):

5.4.2.2.2
Incorporate personal choice into
divising a solution for a creative art
problem.
MN Content Standard:
5.4.2.3.1
Create art that is representational
and non-representational using
artistic foundations. For example:
Naturalism and abstraction.
Common Core or MN ELA
Standard for Academic Lang.:
ELD-SI
Language for Social and
Instructional Purposes
MATERIALS/RESOURCES/TECHNOLOGY
 Straight-edge
 Some sort of colorful drawing media
 Pencil
solution to creating form by
modifying a drawing we created
during class.
Students will be able to create a
non-representational op art
artwork.
Students will be able to verbally
explain their decision in the
choices they made to create form.
Verbal justification of choice
Completed drawing
Indicator/Criteria for Proficiency:
Effort put towards their drawing
Use of value and shading
techniques to push form
Means of Feedback to Student:
Verbal in class
Written grade and feedback
Measurement Tool(s):
Completed drawing
Indicator/Criteria for Proficiency:
Drawing remains non-
representational on completion
Means of Feedback to Student:
Written grade and feedback
One-on-one
Measurement Tool(s):
One-on-One
Indicator/Criteria for Proficiency:
Being able to describe their
choices correctly
Using course vocabulary
Means of Feedback to Student:
One-on-One verbal feedback
  PowerPoint
 Example drawing

PROCEDURE/INSTRUCTIONAL STRATEGIES/LEARNING TASKS

Time Instructional Strategy/Learning Task Differentiation
(Estimate in (Break-up each task into easy-to-follow steps that include what (How will you serve SPED/EL/Gifted
Minutes) you would say, directions, examples of possible student students? Students with varying
responses, key notes or information, etc… A substitute should reading/math abilities?)
be able to replicate your lesson successfully using this
procedure.)

3 min Opening
Objectives (kid version)
• You will be able to create an optical illusion shape
and add your own unique twist!
• You will be able to create a non-representational
Op Artwork!
• You will be able to justify why you made the
unique twists you did!
Optical Illusion examples
- What elements of principles of art are being
used in this artwork to create movement?
Answers: Pattern, line, space, value, color
- What do you think, can color create
movement? Answer: yes
- What elements of principles of art are being
used to create depth? Answers: Space, line,
pattern
7 min Instruction EL (difficulty with reading) will
Based on these images, what to you think the be accommodated through
definition of Op Art might be? reading content on slides aloud.
- Vocabulary: Op Art, Optical, Illusion, Movement, Slides will also be posted on
Depth learning platform to use with
What’s the difference between the subject matter of screen reader.
these two Op Art artworks? Students who are confident will
- Vocab: Representational vs Nonrepresentational be shown how to create an
Cultural Exemplar: Oscar Reutersvärd impossible triangle.
 - REVIEW: What does design mean?
- Why is an impossible triangle impossible? Students who are overwhelmed
Show lego picture or behind will be shown how to
- Which of these triangles has the most depth? create an optical illusion box.
o Vocabulary: Form
o How many values are used in this? Gifted students are encouraged
Answer: 3 to make their own non-
Shading Techniques representational optical illusion.
Introduce activity
Goals: Students that finished early will
• “Create an optical illusion shape. be asked to experiment with
• Make it look as 3D as possible by using some creating other optical illusions.
method of shading.
• Make it your own (I challenge you to keep it non-
representational)!
• Pattern
• Background
• Color
• Shading method”

Choice options

😌 Confident

Tutorial: impossible triangle

😬 Overwhelmed

Tutorial: optical illusion cube

😎 Up for a challenge

On your own: create your own impossible shape

Speedy

If you finish early, create another optical illusion of

some kind!
6 min Impossible triangle tutorial EL (difficulty with reading) will
be accommodated through
reading content on slides aloud.
Slides will also be posted on
learning platform to use with
screen reader.

4 min Optical Illusion Box tutorial EL (difficulty with reading) will

be accommodated through
reading content on slides aloud.
Slides will also be posted on
learning platform to use with
screen reader.

15 min Independent work time.

Halfway time check-in:

- How are you doing?
- Why did you choose the
color/background/pattern/shading method you
did?
- What are you going to add or do next?

3 min Gallery walk

CLOSURE
(Check for understanding, wrap-up, reminders, connections to tomorrow’s lesson)

2 mins
Take it from Optical Illusion and zoom back out to design. Talk about integrating design into TAB project.
Exit ticket: What is the different between representational and non-representational art and design?

CONNECTIONS TO RESEARCH/THEORY
TAB
Choice-based
Scaffolding

CITATIONS
The Impossible Triangle Optical Illusion: Draw and Build It! - Little Passports

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)