Target Grade Level: Middle School
Unit Overview
Artists have always used space in interesting ways. One of the most intriguing ways is the use of line and space and the arrangement of forms to interact with our visual biology of perception to create illusions of depth. Middle school students are particularly impressed with the tricks artists use to create these illusions. This unit introduces students to color, size, placement, pattern, repetition and perspective as used by artists throughout history to make their artwork appear three-dimensional. Students will apply the knowledge of these methods to create their own humorous background for the Mona Lisa; their own Escher-like tessellation composition and an eye popping optical illusion.
Enduring Idea
Art is an Illusion
Overarching Understandings:
North Dakota
Standards and Benchmarks
Content Standards Visual Arts
Grades 5-8
Standard 1: VISUAL ART MEDIA*, TECHNIQUES*, AND PROCESSES*
Students understand and apply visual art media*, techniques*, and processes*.
8.1.2 Understand how different techniques* are used to create* visual art.
8.1.3 Understand differences between visual art processes*.
8.1.4 Understand how different visual art materials, techniques*, and processes*
cause different responses.
Standard 2: STRUCTURE* AND FUNCTION*
Students understand how works of art are structured and how visual art has a variety of
functions.
8.2.1 Know the effects of visual art structures* and functions.
Standard 5: MERITS OF WORKS OF VISUAL ART
Students understand the characteristics and merit of one’s own work of art and the
works of art of others
8.5.1 Understand multiple purposes for creating works of art
8.5.2 Understand how one's own work of art may elicit a variety of responses.
Unit Overview
Artists have always used space in interesting ways. One of the most intriguing ways is the use of line and space and the arrangement of forms to interact with our visual biology of perception to create illusions of depth. Middle school students are particularly impressed with the tricks artists use to create these illusions. This unit introduces students to color, size, placement, pattern, repetition and perspective as used by artists throughout history to make their artwork appear three-dimensional. Students will apply the knowledge of these methods to create their own humorous background for the Mona Lisa; their own Escher-like tessellation composition and an eye popping optical illusion.
Enduring Idea
Art is an Illusion
Overarching Understandings:
- Artists have ways of visually drawing the viewer into a space.
- Artists use their understanding of visual perception to create the illusion of three dimensional objects on two-dimensional surfaces.
- Artists from all over the world use these methods to draw viewers to their work.
- Optical illusions are created using the interaction between art methods and human physiology.
- How do artists manipulate the picture plane to show depth?
- What part do the brain and eyes play in creating the illusion of depth and movement in art work?
- Methods historically used for showing depth in two-dimensional art work
- How art elements are used to create depth in two-dimensional art work
- Linear perspective basics
- Historical use of tessellations
- How the eyes and brain interact to create optical illusions
North Dakota
Standards and Benchmarks
Content Standards Visual Arts
Grades 5-8
Standard 1: VISUAL ART MEDIA*, TECHNIQUES*, AND PROCESSES*
Students understand and apply visual art media*, techniques*, and processes*.
8.1.2 Understand how different techniques* are used to create* visual art.
8.1.3 Understand differences between visual art processes*.
8.1.4 Understand how different visual art materials, techniques*, and processes*
cause different responses.
Standard 2: STRUCTURE* AND FUNCTION*
Students understand how works of art are structured and how visual art has a variety of
functions.
8.2.1 Know the effects of visual art structures* and functions.
Standard 5: MERITS OF WORKS OF VISUAL ART
Students understand the characteristics and merit of one’s own work of art and the
works of art of others
8.5.1 Understand multiple purposes for creating works of art
8.5.2 Understand how one's own work of art may elicit a variety of responses.
