Berglund 1

Genna Berglund
One Point Optical Illusion
Enduring Idea: Shading and lines can create depth on a 2-dimensional plane.
Grade: 6th
Duration: Eight 40-minute classes

Overview:
Lesson Summary: Students will make geometric shapes and by using one-point perspective and
shading, they will create a 2D image that looks 3D. Students will create a checkered background
in the likeness of Bridget Riley. By combining their use of shading, one-point perspective, and
their background students will create and optical illusion.

Artworks, artists and/or artifacts: Movement in Squares, Intake, Untitled (Based on Primitive
Blaze) - Bridget Riley, Duo-2, Axo-77, Axo - Victor Vasarely

Key Concepts:
 Placement of shapes can create depth.
 The use of lines can create visual three-dimensional effect.
 Proper use of value can emphasize depth and three-dimensional effects.

Essential Questions:
 How do you think the placement of shapes create depth?
 Do you think lines can create a visual three-dimensional effect?
 In what ways can the use of value emphasize depth and three-dimensional effects?

Standards:
6th VA:Cr1.1.5a Combine ideas to generate an innovative idea for art-making.
6th VA:Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and approaches
in making works of art and design.
6th VA:Pr4.1.6a Analyze similarities and differences associated with preserving and presenting
two-dimensional, three-dimensional, and digital artwork.

Interdisciplinary connections:
CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of
rectangles and triangles, and use the nets to find the surface area of these figures. Apply these
techniques in the context of solving real-world and mathematical problems.
(Students are using one-point perspective to create three-dimensional figures)
 Berglund 2

Objectives:
 Students will create a successful one-point perspective illusion using at least eight
geometric shapes.
 Students will demonstrate symmetry and visual movement by creating a checkered
background in the likeness of Bridget Riley.
 Students will explain the steps of making one-point perspective using correct vocabulary
by filling out a worksheet about their project.
 Students will color their geometric one-point perspective using more than one shade in
a way that creates visual depth and a light source.

Assessment:
Pre-Assessment: Students will review previous vocabulary to make connections to the current
lesson.
Formative Assessment: Students will share their works in progress.
Summative Assessment: The class will view their peers works and a discussion about what
makes the pieces successful will take place. Students will complete a vocabulary worksheet and
will be graded on a scale of Advances, Proficient, or Basic by using a rubric.

Instructional Procedures:
Day One:
Hook: Students will be shown the exemplar followed by works by Victor Vasarely and Bridget
Riley. There will be a class discussion about how the exemplar relates to the artists shown.
Development: Students will review and discuss previous lessons from the previous year as well
as lessons prior in this unit. The students will follow along with the teacher in creating a horizon
line and placing their vanishing point. Students will be given shapes to trace and shown how to
connect the shapes to their vanishing point to create a three-dimensional look. Teacher will assist
students throughout the class time.
Close: After cleaning up the teacher will look for quiet and clean tables. Review questions will
be asked (“who are the artist(s) we’re looking at”, “the line in the middle of the paper is called”,
“what is the perspective we are working in” etc.) the tables that answer correctly are allowed to
line up.

Day Two:
Hook: Students will review vocabulary and steps, students will be allowed to demonstrate.
Development: Students will be shown different shapes and how to connect them to the
vanishing point. Students will have the remainder of class to try new shapes and the addition of
letters in their shapes. Another demo will be offered to students who would like another visual.
Close: After cleaning up the teacher will look for quiet and clean tables. Review questions will
be asked (“who are the artist(s) we’re looking at”, “what if the dot we connect all of our lines to
called”, “what is the perspective we are working in” etc.) the tables that answer correctly are
allowed to line up.
 Berglund 3

Day Three:
Hook: Students will have a value scale worksheet sitting on their tables with colored pencils
ready. The teacher will ask questions about the use of color and shading with optical illusions.
Victor Vasarely will be shown again and his use of colors and shades will be talked about. It will
be noted that a darker color will be used to achieve the shadows instead of just pressing down
hard on their pencil, and that a lighter color will be used for highlights instead of just coloring
lightly. Students will be shown a completed value scale.
Development: Students will follow along with the teacher as they are shown how to make a
greyscale using their pencils. Different ways to hold the pencil will be shown to help achieve the
desired shade. Once their greyscale is complete the teacher will go over the proper use of colored
pencils; how they can break if they are dropped and how that affects sharpening them in the
future. Students will be shown how the pencils are already in order from darkest to lightest and
that to be considerate of the other classes, and the teacher, part of cleaning up will be that the
pencils are back in color order. Once the business end of it is done students will be shown how to
blend different values of colored pencils (students will create a value scale for the six basic
colors; red, orange, yellow, green, blue, and violet). Students will be shown different ways to use
their pencils to shade and create different effects. They will be encouraged to work ahead and
experiment with their pencils on the back of their worksheet. Teacher continue demoing the
colors if there are students who wish to follow along, if there are none the teacher will walk
around the room and help where they see fit.
Close: Students will be reminded of the new task that is a part of their clean up. After cleaning
up the teacher will look for quiet and clean tables. Review questions will be asked (“who are the
artist(s) we’re looking at”, “what can happen when you drop a colored pencil”, “how do you
clean the blender” etc.) the tables that answer correctly are allowed to line up.

Day Four:
Hook: Teacher will have a block to use on the projector. The lights will be turned off and the use
of the projector lamp will be used to show shadows and highlights on the object. Light source
and the direction of the light to dark will be discussed by the class.
Students will be shown how to apply the shading techniques to their shapes while keeping in
mind a light source. Students will be allowed to revisit their shapes and will be allowed to add
more shapes. Students will be shown how they are to outline only the outside of their shapes (to
help students be able to cut the shapes out once their background is done).
Close: The teacher will walk around and make sure all pencils are put back properly. After
cleaning up the teacher will look for quiet and clean tables. Review questions will be asked
(“who are the artist(s) we’re looking at”, “the line in the middle of the paper is called”, “what is
the perspective we are working in” etc.) the tables that answer correctly are allowed to line up.

Day Five:
Hook: They will be asked what they think the next step in the project is. Students will then be
shown works by Bridget Riley that have inspired the background. Her use of lines and color
placement will be discussed.
Development: Students will be allowed to choose a color (from white, light purple, pink and
light blue) for their background. They will be shown different ways to make their checkered
 Berglund 4

background, and told they need to have an even number of lines; bringing back the symmetry
they worked on the previous year. They will decide where they will be placing their geometric
shapes, where their shapes vanishing point is will be the center of their Riley inspired
background. The teacher will demonstrate at least two different ways (straight lines coming from
the center with wavy lines rippling out, and wavy lines all over). Students will make their
background using a pencil and then will go over it and color in every other square with a black
marker. Students will have the remainder of class to work.
Close: After cleaning up the teacher will look for quiet and clean tables. Review questions will
be asked (“who are the artist(s) we’re looking at”, “how does Riley’s line placement help create
depth (big to small)”, “what is the perspective we are working in” etc.) the tables that answer
correctly are allowed to line up.

Day Six:
Hook: The exemplar will be shown and the shadows on the background will be questioned and
students will have to opportunity to talk about how this was made possible. The 3D O’s will be
introduced.
Development: Students will be given 3-D O’s to assist in making their shapes “pop” off of their
background. Students will have the remainder of class to work on their project. Teacher will be
available to any students with questions or problems, teacher will make sure they are walking
around the room and checking in on the students.
Close: After cleaning up the teacher will look for quiet and clean tables. Review questions will
be asked (“How do we make out image “pop””, “How do out lines create a 3D illusion”, “what is
the perspective we are working in” etc.) the tables that answer correctly are allowed to line up.

Day Seven:
Hook: Students will be shown a completed cabinet illusion and Vasarely will be shown again.
Students will be shown how to make their cabinet illusion.
Development: Students will have the class to finish their projects. Any student that is finished
early will be allowed to work on their cabinet illusion (color is optional or they may use a pencil
or marker)
Close: After cleaning up the teacher will look for quiet and clean tables. Review questions will
be asked (“who are the artist(s) we’re looking at”, “the line in the middle of the paper is called”,
“How does your shading affect the look of your work” etc.) the tables that answer correctly are
allowed to line up.

Day Eight:
Students and teachers will look at artworks and discuss the different properties that make their
piece successful. Students will be given a vocabulary worksheet

Preparation:
Research:
Optical illusions, Bridget Riley, Victor Vasarely
 Berglund 5

Vocabulary:
Optical Illusion – something that tricks the eye by looking like something it is not
Horizon line – physical/visual boundary where the sky separates from land or water
Vanishing point – the point where things that appear to get smaller meet
One-point perspective – a drawing method where things get smaller as they get further away, all
meeting at one vanishing point
Value – the lightness or darkness of colors

Instructional Resources:
Overhead projector, print outs of Bridget and Victor’s artwork, posters of Victor Vasarely
hanging in room, exemplar(s), worksheets

Supplies:
White paper (9x12)
Colored paper (9x12)
Rulers
Stencils
Colored pencils
Value scale worksheet
Pencils
Erasers
Black marker
Vocabulary worksheet

Modifications:
Special Needs/Challenges:
Verbal reminders will be given at the beginning and end of the class. Extra sheets with shapes
will be provided for students who are absent. Redirection during class. Chunking information
(demos on different days). Visual examples for students to look at.
 Berglund 6

Name:_______________________ Table#________________
VALUE: Use colored pencils to create value. Add values of color to
create shades of light and dark in the rows below.
Pencil
Value

Dark Blend Medium Blend Light

Red
Value

Orange
Value

Yellow
Value

Green
Value
Blue
Value
Violet
Value
Berglund 7
 Berglund 8

Name:______________________
Teacher & Table #:____________________

One-Point Perspective Review

1. ______________ is the lightness or the darkness of a color.

2. Victor Vasarely and Bridget Riley used their art to trick the eye by
making things look like something it is not, these are called
__________________________________.
3. The horizontal line that separates the sky from land or water (a
line that goes across the page) is called the
__________________________________.
4. The dot on the horizon line that all line meet at is the
________________________.
5. _____________________________ is the when all of the objects
look smaller as they get further away and they all meet at the
same point in space.

Word Bank

Optical Illusion
One-Point Perspective
Horizon Line
Value
Vanishing Point
Berglund 9