Diane Lufrano
Title: Optical Art-o-Motion- Mechanical Sculpture
Objective:
A)To demonstrate lines and shapes in the drawings of optical illusions
B)To explore why optical illusions occur, when they were invented, and how to design them
C)To become familiar with kinetic art forms
D) To learn how to design and create a simple pulley operated machine
Grade- 8th grade cycle
New Jersey Standards: S1 S3 S5 S9 S11
Competencies: Creative and practical problem solver and the flexible, self-directed learner
Summary: Students will learn about the many types of illusions. They will draw in a step-by- step
method with the teacher. Teacher will demonstrate the different ways to draw illusions and how to
utilize the hard-edge-technique to create a quality finished piece of art. They will learn how to use a
ruler, t- square , compass, protractor, circle template, and pilot pen and how to mount art professionally
for presentation. Students will be taught how to create a simple machine with gears and pulleys to
mount illusions. This technique will further illustrate the visual effects of illusions and to create
movement and a piece of kinetic art.
History: Optical illusions were invented in the early 19th century by scientists/artists. Strange illusions
were designed and became well known. One very old one, designed by an unknown artist depicts a
group of women gossiping in period clothes and then at the same time one can see the image of the
devil in the shape of the women’s hats. This reverse-image, as well as the upside down staircase, and
the old man/young man image many people are familiar with are so interesting because the brain has to
switch back and forth with help of the retina to understand and make sense of it. Scientists figured out
that the brain sees everything through the curved shape of the retina(eyeball) upside down. The brain
then reverses it to appear right side up.
20th century Hungarian artist Victor Vasarely wanted to involve the viewer in his artwork and
make us think about the way we see things. In his “Vega-Nor” painted in 1969, a huge 3-D sphere
appears to be coming straight out at the viewer as though it was exploding. The images in this painting
and several others are constructed so the images appear to be moving and changing in front of the
viewer’s eyes. Most of his art was designed with black paint on white canvas and force the viewer to
interpret the stark contrasts. The paintings “Vega Per” and “Vega” also signify his contribution to optical
art with the artist’s concise use of shape, line and 3-dimensional qualities.
Marcel Duchamp was a French painter who was skilled in his use of abstract designed paintings.
He became known for his “ready mades,” ( the repurposing of objects into artforms) when in 1913 he
mounted a bicycle wheel on a stool , creating the first piece of kinetic art. The idea that kinetic art
depended on the interaction of the viewer to provide the motion such as spinning or cranking the
sculpture to make it move was a new idea which rapidly caught on with many other famous artists. It
was a challenge to create moving parts that depended on the motion for its artistic effect. Natural
phenomena such as wind, or wave power were used in the first kinetic sculptures, but later Duchamp,
with his mechanical aptitude, engineered creations that moved with electricity and other modes of
energy. In 1925 he used his innovative idea to create the electric “Rotary Demisphere” a complex art
piece which was plugged in to the wall, creating a spinning optical illusion. American artist Alexander
Calder achieved great success in his career with his articulating mobiles which relied solely on the
balance of the structure and how the movement in the air current would turn his sculptures into moving
works of genius.
Motivation and Discussion : Show work of Vasserly, and other optical art masters such as M. C. Escher
and his waterfall and tessellations. Discuss shapes and lines and how to make them move in different
directions to create rhythm. Explain how positive and negative shapes work in a design and how to
identify them. Talk about the importance of balance and symmetry in art like this. Explain that what
your eyes see is not always what truly exists. We often come across illusions in our everyday lives.
Sometimes we are able to detect them, but more often we are unconscious of them. Our minds are also
influenced by our past experiences and suggestions. Optical illusions come from several physical
meanings. Angles or segments draw our eyes inward or outward, shortening or lengthening an object.
Horizontal segments are seen first by our eyes because our eyes line up on our face horizontally. We
naturally view verticals later and with more effort. Light colored objects appear larger then same size
objects because light entering the retina makes them appear bigger. The illusion of movement is often
seen in lines and shapes close together. Our eyes and minds try to make sense of these distortions.
Aesthetics: Students will learn to appreciate the illusion of optical art as a unique interactive art form.
Materials: Sketch paper, drawing paper, pencils, rulers, compasses, protractors, compasses, circle
templates, pilot pens, mounting boards, glue sticks, wooden sticks, pony beads, and wooden spools
Vocabulary words:
Types of illusions teacher should post on the board
Grid with 3-d spheres, wavy grid, perspective effects, spider web, x-optics, waterfall, divide 4, star
optics, bulls eye, combo, magnification, turning squares, curved grid, diagonal grid, diagonal grid, spiral,
sunburst, receding squares, curved straight lines, sunset, starbursts, diamond optics, curved web, circles
in squares, etc.
a)negative space- image that is the white of the paper
b)positive space- image that is the color of the design
c)repetition-repeating same design several times
d)shape-two categories- geometric- all have mathematical names (square, triangle)
organic- from nature( cloud, rock,etc)
e)3-dimensional-art that has volume and height such as a sculpture or in this case looks 3-d in the way it
is drawn
f)kinetic art- art containing moving parts, depends on motion for its effect
Procedure:
1) Review of art history and prints of various types of illusions and kinetic artforms. Watch Youtube
video with Duchamp’s kinetic art.
2)Step by step students draw with teacher 25 illusions. This takes a few class periods.
3)Review the grading rubric and goal chart listed on the board
4)Brainstorm how to create new illusions. Students begin designing illusions using the reference
materials for inspiration
5)Pair share with a student at table to get feedback on how to improve the designs.
6) Choose 3-4 to use for the sculpture. Teacher works individually to encourage good design skills.
7)Teacher demonstrates the proper use of tools(protractor, compass, etc )
8)Teacher demonstrates how to create finished drawings on good drawing paper with the pilot pen and
how to utilize the hard-edge technique in their art. Mark all shapes that are black with a pencil dot,
outline the shape with tool, fill in carefully, precisely. Teacher works individually with students to be
sure this is properly done. Erase all pencil marks when inking is complete.
9)Mount illusions on board with glue sticks. Neatness counts
10) Demonstrate the assembly of pulley operated machine
Measure and place holes in dead center of each optical illusion design
11) Measure and place holes where mounted illusions will line up with foam core mounting board
12)Place wood stick through holes, and attach to foam core board in this order- Dowel, optical illusion,
pony bead with a drop of glue. On back side of mounting foam core, add a bead with a drop of glue so it
is flush to the back of foam core. Leave a tiny 1/32” of space or it may not spin.
14) Wrap nylon thread in a clockwise fashion 2-3 times around the dowels on one side, connecting two
illusions. To create illusions that spin in opposite directions, counterclockwise wrap the second piece of
nylon thread pulling it in the opposite direction for the remaining two illusions. When pulling nylon
thread, dowels should spin easily creating the kinetic effect of spinning illusions. Troubleshoot any
problems (such as the dowels won’t spin) and tighten or loosen the bead on back and reglue.
15) Hang work in hallways. Students will participate in a class critique and answer questions about their
sculpture. They will hand in the rubric where they will assess their own work.
Student Assessment:
 design and execution of the optical illusions including the utilization of the hard edge technique
40pts
 Creative design and construction of the machine 40 pts
 Good craftsmanship 30 pts
 Use of time
30 pts
 Possible points-100 points= A
Evaluation of the lesson:
1.Have the students created optical illusions using demonstrated methods and techniques?
2.Did they understand the scientific reasons of why they occur?
3.Can they identify the effects, they, and others have used in their designs?
4.Were the tools used effectively?
5.Was the machine properly constructed and turning smoothly?
6.Is it a quality piece of professionally done art?
7.Did the teacher maintain a positive, creative, working atmosphere in the classroom?
8.Are students excited about the lesson and the end results? (I always am!!)