Department of Arts Administration, Education and Policy

UNIT PLAN OVERVIEW

(Revised 2017)

Teacher Candidate Daniel Higuera

School elementary

UNIT TITLE Optical illusions and space

Length of Class Period 40 minutes
Approximate Number of Students in Each 20
class
Beginning Date for this ​Unit 1/8
Ending Date for this ​Unit 2/4

ENDURING UNDERSTANDINGS ​(FROM ODE STANDARDS)

C​ritical and Creative Thinking​: ​Students combine and apply artistic and reasoning skills to imagine, create, realize
and refine artworks in conventional and innovative ways.

PROGRESS POINTS ​(FROM ODE STANDARDS)

● Demonstrate technical skill, craftsmanship and reasoning abilities in solving visual art problems using
appropriate tools, media and technologies.

CRITICAL ISSUE / BIG IDEA

A).Anticipatory Set​ (what do the students already know)
B). Rationale (​why is this lesson relevant?)
A). Students already have an understanding of basic line, depth, and space.
B). This is a really important part of, not only making Art, but it pertains to student interaction
with the real world, and how they are able to perceive new situations. Through this lesson they
will have a deeper sense of the basics in art (line, space, depth), and they will be able to
manipulate it to show a more complex thought process when it comes to these simple elements
of design.

Central Focus ​(creating, presenting, interpreting, responding, and/or relating art to context)
The point of this lesson plan is to help students understand the complexities that can come into
existence through the manipulation of essential elements of design. They will have a hands on
experience with creating optical effects on a 2-D surface as well as the 3-D world we live in.
They will also have opportunities to collaborate on these optical illusions with classmates. My
hope is that they can understand these elements so well that they might start to relate it to other
coursework such as math (geometry). The lesson will be successful if the students understand
how to manipulate their materials to make the class question proportion, space, line, and depth.
Essential Questions ​(provocative, engaging, critical)
What is space?
What is depth?
How can we understand an object’s size?
What is proportion?

Possible Integration

Math

DESCRIPTION OF THE ESSENTIAL EDUCATIONAL CONTENT OF THIS UNIT

Lesson One
Title Forced Perspective
Lesson Description
In this project students will set out on 5 teams of 4, and take photos of
each other forcing the perspective, and proportions of the subjects to look
as if it were a different size.

Lesson Two
Title Optical illusion
Lesson Description
Students will use line and shapes to create an optical illusion that
manipulates space, depth, and proportion.

Lesson Three
Title Pattern
Lesson Description Is this lesson students will use there learned understanding of line,
proportion, and space to create zentangles.

Explain how technology has been used in this unit

 LESSON PLAN

Teacher Candidate Daniel Higuera

School Thomas Elementary

LESSON NUMBER 1
Lesson Title Forced Perspective
Length of Class Period 40 minutes
Approximate Number of Students in Each
20
class
Beginning Date for this ​Lesson
Ending Date for this ​Lesson

CONTENT STATEMENT – PERCEIVING/KNOWING ​(FROM ODE STANDARDS)

1PE ​Understand that the context of an art object has an effect on how that object is perceived.

CONTENT STATEMENT – PRODUCING/PERFORMING ​(FROM ODE STANDARDS)

1PR ​Integrate observational and technical skills to strengthen artmaking

5PR ​During collaborative art-making experiences, demonstrate respect
and support for peer ideas and creativity

CONTENT STATEMENT – RESPONDING/REFLECTING ​(FROM ODE STANDARDS)

5RE Express what was learned and the challenges that remain when assessing their
Artworks.

Performance-based Assessment Objectives

The students will use their perception, and knowledge of the elements of design to create strong
images with groups that help foster and grow each others’ ideas.

Performance-based Assessment Strategies

(attach assessment documents if applicable)

The students will write reflections stating how they were successful both in a group, and
individually.

Questions to ask:
Did your group help you?
Did you help your group?
How does your photo change the size of your subject?

Academic Language
Vocabulary ​(define each)
Proportion- the perceived size of an object in comparison to everything around it.

Additional Language Demands ​(​specific​ communication task)

The students will be talking amongst themselves in groups.

Accommodations for Special Populations

More time will be given for those students that struggle to finish on time.

Art/Visual Culture Examples ​(list all artists, artwork or media used)

Preparations
Materials/Resources for Teacher

Presentation
Paper
Pencil
Overhead system

Materials for Students

Paper
Pencil
Ipads

Safety Procedures
at this point students should know proper pencil edicate. However, just in case, remind them
that drawing tools are just for drawing, and not poking, throwing, or misusing in any form. I will
also have to give a short briefing on how to handle the ipads.

LEARNING ACTIVITY
Getting the Classroom Environment Ready

There will be 20-25 students in each classroom. The seating will be arranged so that the
students will be in table with groups of 4 or less. There are also individual tables that can be
moved anywhere in the room for the comfort of working in a more quiet space.

Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

Day Duration Application Resources

1 10 minutes Introduction Presentation, paper

pencil

1 10 minutes Sketch 4 different Paper pencil

photo ideas

1 15 minutes Taking photos ipads

1 5 minutes Clean up

2 5 minutes Greet students + Presentation

Review.

2 20 minutes Take photos on Ipad Ipad

2 10 minutes reflection/writing paper

activity

2 5 minutes Clean up

Clean-up Procedures​ (Room, Materials & Work Storage)

The clean up should take about 5 minutes. There is a pile of everything on Supply Island (this is
a table where all the materials for the class are). It should take the students a couple minutes to
put everything on supply island, and a couple minutes to clean up their seating area. I will put all
the class work in a class folder and store it for next time. At this point would be a good time for
me to bring out the next class’s artwork.

Closure, Review & Anticipation​ (what’s next?)

This time would be good to highlight the students’ strengths, and things we can still work on. It
als would be a good time to segway into the next related topic that is Optical Illusions.

Supplemental Activity
For any students that finish early I will allow them to free draw.

Teacher reflection focused on the lesson ​after​ it has been taught

The students really responded to this Project. I think they were really excited about the
technology as well as their level of choice. It was a really smooth lesson, and the were really
happy with their work.

LESSON PLAN

Teacher Candidate Daniel Higuera

School Thomas

LESSON NUMBER 2
Lesson Title Optical Illusions
Length of Class Period 45 minutes
Approximate Number of Students in Each
25
class
Beginning Date for this ​Lesson 1/28/19
Ending Date for this ​Lesson 2/5/19

CONTENT STATEMENT – PERCEIVING/KNOWING

5PE Focus attention on selected artworks to identify and pose questions about
aesthetic qualities (e.g., sensory, organizational, emotional) in the works
CONTENT STATEMENT – PRODUCING/PERFORMING
1PR Integrate observational and technical skills to strengthen artmaking.

CONTENT STATEMENT – RESPONDING/REFLECTING

6RE Use criteria to assess works of art individually and collaboratively.

Performance-based Assessment Objectives

The students will use knowledge from visuals and previous art making processes to make an
Optical illusion about their names.
Performance-based Assessment Strategies
(attach assessment documents if applicable)
The students will create unique Opt- Art Name tags that are elevated because of their personal
choice of colors.

Academic Language
Vocabulary
Optical Illusion- seeing something that is not as it appears.
Additional Language Demands ​(​specific​ communication task)
the students will brainstorm about font as a class.

Accommodations for Special Populations

More time will be given to students that need it.

Art/Visual Culture Examples

Preparations
Materials/Resources for Teacher
Sharpie
Colored pencils
Paper
Overhead system
Projector
Computer
Visuals through a presentation
Materials for Students
Colored pencils
Pencils
Sharpie
Paper
Safety Procedures
at this point students should know proper pencil edicate. However, just in case, remind them
that drawing tools are just for drawing, and not poking, throwing, or misusing in any form. I will
also have to give a short briefing on how to handle the ipads.

LEARNING ACTIVITY
Getting the Classroom Environment Ready
The classroom will have about 25 students. There are 8 tables. There should be no more than 4
students at a table, however, some tables may just have a couple kids. There will also be
options for portable individual tables, for students that want to work somewhere else in the
room. There are tables along side of the room facing the wall for any students that want to work
by themselves. In the center of the room there is an Island table called “Supply Island”, and this
is where the materials for the day are always kept, and it is also where any work is turned in.
The students know exactly where to get things, and drop work off.
Procedures for the Teaching/Learning Structure​ (​indicate approximate time for each step)​

Day Time Application Resources

1 15 minutes Greeting students Visuals,

and Introduction. Computer
Overhead system
Projector
Screen

1 25 minutes students will be Student Materials

sketching out some
of their font ideas to
pick their favorite one
for the final.

1 5 minutes clean-up time Supply Island

2 5 minutes Greet students, and

remind them of our
previous day. Tell
them the goals for the
day.

2 10 minutes Demo for the name Teacher materials

tags

2 20 minutes Students move on to Student materials

their final Name tags.

2 5 minutes give students a 5

minute warning for
work

2 5 minutes clean up time. All the

students should be
putting away work
and materials at
supply island. After
this they should be
waiting at their tables
quietly for dismissal.

Clean-up Procedures​ (Room, Materials & Work Storage)

Clean-up should usually take around 5 minutes. The students know to put their work on supply
island, and as the teacher I will collect the class work and put it in their class folder. At this point
students should have also put any materials at supply island, and should be sitting down quietly
ready to leave.

Closure, Review & Anticipation​ (what’s next?)

Wrapping up the lesson, it’s important to give some praise to the class. The next lesson will be
on Zentangles, which is a topic related to Opt Art. This is something the students might be
familiar with.
Supplemental Activity
For any students the finish early, I will allow them to do some free drawing.

Teacher reflection focused on the lesson ​after​ it has been taught

This second lesson seemed not to challenge the 5th graders as much, and it felt like they were
split on engagement. Some classes would work really hard on it, and some would just talk to
each other. I think if i can find a way to make this one more challenging and engaging then this
project might be a good one to keep