COELD Lesson Plan Template

TEACHER CANDIDATE INFORMATION

Name: Erin Nelson
SCSU Course: ART 396
Date: 4/22/2024
LESSON JUSTIFICATION / CONTEXT FOR LEARNING
Lesson Title: Optical Art Worms
Grade Level: 4
Subject Area: Art
Unit of Study: Optical Art

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?)
In previous lessons, we focused on line and, immediately before this lesson, value/shading.

ACADEMIC LANGUAGE
Language Function (Highlight one or both):
 Syntax OR  Discourse
Syntax: Sentence writing for artist’s statement on back of art. Teacher provides sentence
frames.
Discourse: Teacher asks questions about art after showing optical art examples. “When you
look at this artwork, what do you see?” “How does it make you feel?” “What does the art
appear to be doing?”
Student support tool (notes outline, graphic organizer, pneumonic, etc…):
 Lesson slides describing optical art & examples.
Content Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
• - optical art: using abstract patterns that excite or trick your eyes into thinking a work of art is moving
- value: the lightness (tint) or darkness (shade) of colors – comes into play when shading
- line: a dot that follows a continuous path that is non-connecting
- shape: when a line connects to itself or another line, creating a closed area
- color: hues
Supporting Vocabulary (word/term and grade level appropriate definition):
 Word – kid friendly, grade level appropriate definition (repeat for all vocabulary terms)
 - 3-D/3-Dimensional: looks real, does not appear to be flat
STANDARDS AND LEARNING OBJECTIVES
Content & Language Standard
(Code and Benchmark)
MN Content Standard:
5.4.2.3.1 1. Create art that is
representational and non-
representational using artistic
foundations.
MN Content Standard:
Content Objective
(What skill will the student demonstrate
and how will you assess it?)
Students will be able create a
work of optical art by utilizing line,
value, and color.
Students will be able to…by…
Assessment
(How will you measure the skill, determine
proficiency, and give feedback to students?)
Measurement Tool(s):
Students will turn in their art project
once it is completed. The teacher will
evaluate the art based on the criteria
below.
Indicator/Criteria for Proficiency:
1) Students use at least 2
alternating colors per row.
2) Students shade darker in the
corners and lighter toward the
middle of the columns.
Means of Feedback to Student:
The teacher will give formative
feedback as scaffolding is presented
and as students are working. The
teacher will collect the art, then give
written feedback on the back of the
art, which will include praise,
constructive critiques/suggestions, or
reminders to listen to directions and
include all necessary criteria.
Measurement Tool(s):
 Indicator/Criteria for Proficiency:

Means of Feedback to Student:

Common Core or MN ELA Students will be able to write a Measurement Tool(s):

Standard for Academic Lang.: brief artist’s statement by Students will write their artist’s
describing how their artwork is statement on the back of their
4.2.2.1 Write routinely for a optical art and how an artwork.
range of tasks, purposes and element/principle of art in their Indicator/Criteria for Proficiency:
audiences (e.g., personal piece affects the art. Students’ brief artist’s statement
interest, enjoyment, academic explicitly describes why the art
tasks). project is optical art. The student
also describes how a specific
element of art affects the artwork.
This is a common task in this art
class and students should be in the
habit of completing statement on the
back of their art. This must be at
least 2 sentences long.
Means of Feedback to Student:
The teacher will respond with written
feedback in the same location their
statement is. The teacher will praise
and agree with well thought out
sentences and ideas and will
redirect/critique any ideas written
that are not factual or unrelated to
the artwork.
MATERIALS/RESOURCES/TECHNOLOGY
 Teacher-made Powerpoint slides introducing optical art, sharing examples, and introducing the activity of
optical art lines and shading.
(https://mnscu-my.sharepoint.com/:p:/r/personal/ij9274po_go_minnstate_edu/Documents/ART
%20396%20EdTPA%20Lesson%20Slides.pptx?
d=wa5e1cd950817422dbf0ea785b2154a32&csf=1&web=1&e=aleTDu )
 Projector/TV (if presenting in a whole/large-class environment)
  A variety of colored pencils
 Black Sharpie markers (1 for each student)
 Small (~ 4” x 6”) white pieces of paper (1 for each student)
 Pencils

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.)

2 mins Have Optical Art PowerPoint displayed on screen Students who have visual
Introduce topic for the day and state objectives. impairments can move closer to
T: “In our last unit, we worked with shading and value. In the board to see or will be
this unit, we will work on creating and analyzing optical provided with a printout of the
art.” slides to have at their desk.
S: Students are listening.
T: “Our objectives for today are:
‘Students will be able create a work of optical art by
utilizing line, value, and color.’
and
‘Students will be able to write a brief artist’s statement by
describing how their artwork is optical art and how an
element/principle of art in their piece affects the art.’”
 S: Students are listening.

The teacher will go through the next slides, which show

examples of optical artwork. The teacher will engage in
discourse with the students.
T: “Take a look at this piece of art by ___.” Teacher will
pause to give students time to think. “When you look at
this artwork, what do you see?” Teacher calls on
students.
S: Students share what they see.
T: “Good, and how does it make you feel? What does the
art appear to be doing?”
S: Students raise their hands and respond. “It looks like
it’s moving.” “It’s making me dizzy.”
T: “Thank you for sharing. These were both examples of
optical art.”

3 mins Teacher continues through slides, describing what optical Students who have visual
art is and how optical art appears to move or grow. The impairments can move closer to
teacher introduces today’s project by showing examples. the board to see or will be
T: “Today, we will create optical art using value, line, and provided with a printout of the
color. Here are some examples.” slides to have at their desk.
S: Students are listening.
10 mins Teacher prompts students to grab a black Sharpie, a Scaffolding.
pencil, and a small white piece of paper.
T: “Let’s get started. Watch me first, I will tell you when Students who have motor skill
you can start. First, make sure your paper is in a portrait impairments can be provided with
position, oriented so that the paper runs vertically.” the line work already completed.
Teacher demonstrates. “Then, I will grab my pencil, and Students with motor impairments
in the middle of the page going left to right, I will draw a may also complete this on their
wavy line like this.” Teacher demonstrates. “Notice how iPads.
my line is only slightly wavy. Don’t make your line too
wavy or squiggly, otherwise your project may not turn out. Gifted students may be prompted
When I am satisfied with my line, I will trace over it with to have their columns grow/shrink
my Sharpie. Have your line checked by me before you in size, vanish, or curve more to
trace over it with Sharpie. Anyone questions? You may add a challenge and more
start using a pencil now.” Teacher walks around and
 checks lines. intricacy.
S: Students are listening and not starting. Students ask
questions, draw their line with pencil, get their line
checked, then trace with Sharpie.
Once everyone is ready to move on the teacher gets their
attention with “1, 2, 3, eyes on me call and response.”
T: “I am going to demonstrate the next step while you
watch. Next, I am going to mark 5 dots on my wavy line,
spacing them out so they aren’t too close and aren’t too
far away from each other. Then I am going to connect
each dot with a curved line, like so. Make sure to pick up
your pencil between each connection. Mark your dots and
make your first row of lines in pencil. I will come around
and check your lines. Once yours are checked, you can
trace with your Sharpie.” Teacher demonstrates then
checks students’ lines.
S: Students are listening and following directions.

When students are done, the teacher regains their

attention, and teaches them the next step, which is to
continue their rows of curved lines, extending upward.
The teacher will say that the lines can curve and flow
however they wish. The teacher will demonstrate this in a
similar way to what was previously done. The teacher will
check students’ work in pencil, then approve them to
trace in Sharpie. When students show their ability to
complete this task, they can go straight to making their
lines with Sharpie instead of using pencils first. The
teacher will also demonstrate how to complete the bottom
half of the lines by flipping their sheet upside down and
doing the same process as before with connecting the
dots and extending the columns of lines.

The teacher will guide and redirect students if they need

help.
20 mins Once the majority of students are done with their lines, Students who have motor skill
the teacher will get the students’ attention and impairments can be provided with
 demonstrate how to color/shade in the curves to make the line work already completed
them appear as optical art. so they only have to focus on
T: “If you are not done with your lines, that is okay. You coloring/shading. Students with
will be able to continue after I give directions for coloring motor impairments may also
and shading. When you are ready to move on, you need complete this on their iPads.
to pick out at least 2 colored pencils. Depending on your
design you may want to alternate every other column
being a different pattern or stick with the same pattern of
2 alternating colors. It is your choice, but you must have
at least 2 alternating colors in each column. Decide your
design, then grab your first colored pencil, and we are
going to pick a curve we made to start. I like to start by
my original wavy line. Take your pencil and shade the
outer corner very dark. When you get closer to the middle
of the wedge, use less pressure to color lighter. Do the
same to the other side of your wedge. Make sure to leave
the center white to make the columns appear 3-D. On the
same column, pick the next closest wedge and do the
same process with the next color in your pattern.
Continue up and down the column until you have
completed your pattern. Then, move to the next column
and repeat the process until your picture is fully colored.
Any questions? You may get started.” The teacher will
walk around and make sure students are understanding
the shading concept.

S: Students can ask questions after listening to the

teacher’s directions. Students continue their line work or
start coloring.
5 mins When students are starting to finish, the teacher Students will be provided with
introduce the artist’s statement assessment and can put sentence starters, to assist ELL
the artist’s statement prompts up on the board for students, or any other student who
students to complete their artist’s statement on the back may need them.
of their paper. The teacher will describe the requirements
(must be at least 2 sentences long, describe how their Sentence starters (included in
artwork is optical art, and must describe how a certain slideshow): “My artwork is optical
principle/element of art affects their piece). The teacher art because _____.” “The use of
 will say to hand their art in when they are done. ____ in my piece makes the
artwork ____.”
S: Students will work on their artist’s statement once they
are finished coloring. For students with motor
skill/writing impairments, this may
also be completed on their iPads.
5 mins The teacher will prompt students to clean up their tables
and turn in their artwork and artist statements to the turn
in bin.

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

T: “Today we learned about optical art and made our own by utilizing line, color, and value. Next time, we
will research more about specific artists who make optical art and learn more about their creative
processes.”

S: Students are listening

CONNECTIONS TO RESEARCH/THEORY
Scaffolding- In this activity, scaffolding helps ensure that students are understanding how to utilize their
principles of art in order to create optical art. This helps guide and support students as they are learning
something new until they can eventually do it without guidance.
Northern Illinois University Center for Innovative Teaching and Learning. (2012). Instructional scaffolding.
In Instructional guide for university faculty and teaching assistants. Retrieved
from https://www.niu.edu/citl/resources/guides/instructional-guide

Hands-on learning- Having the students make their own optical art in a hands-on way will help them better
retain the concept of optical art as opposed to just being lectured about it.

What Are The Benefits of Hands-On Learning? (2019, January 21). NewSchool of Architecture & Design.
https://newschoolarch.edu/what-are-the-benefits-of-hands-on-learning/

CITATIONS
Inspiration –

Art Land. (2019, July 19). Op Art lines Art Lesson. YouTube. https://www.youtube.com/watch?v=WIQ2Ld5-
6m4

(lesson inspiration)

Evans, M. (2020, September 3). Seven artists inspired by the OP Art Movement. Art UK.
https://artuk.org/discover/stories/seven-artists-inspired-by-the-op-art-movement

(Richard Allen example)

National Galleries of Scotland. (n.d.). Op Art. https://www.nationalgalleries.org/art-and-artists/glossary-

terms/op-art

(definition and Bridget Riley example)

Ream, A. (2012, January 23). Lesson Idea: Worm Tunnels. Dream. Pray. Create.
https://dreampraycreate.blogspot.com/2012/01/lesson-idea-worm-tunnels.html

(examples in presentation)

SELF-ASSESSMENT/REFLECTION
(Complete after teaching)