Lesson Focus: Movement in Squares by Bridget Riley (1961) – Understanding pattern and
colour in Op Art
Date:
Grade: Grade Four
Duration of Lesson: 90 Minutes
Equipment
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Colour pencils
Class set of rulers
Class set of templates
Standards
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Students show evidence of arts knowledge when planning arts works for different
purposes.
Students comment on the development and presentation of their arts works,
including the use of specific arts elements, principles techniques and processes.
Assessment
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Discussion
Understanding, when producing their own version of the piece, the importance of
the pattern.
Piece placed in portfolio if applicable
Content of Lesson
Introduction: 10 minutes
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Introduce ‘op art’ – optical art. Ask who knows what an optical illusion is? Examples?
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Introduce Bridget Riley and her piece ‘Movement in Squares’ (1961)
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Short biography on board, her place in op art.
Ask students to view the piece for about 30 seconds. Ask ‘What do you notice’?
Development: 15 minutes
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Discuss what gives the moving illusion
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Two factors, alternating colours and ‘squares’ becoming thinner towards middle
Is there a pattern? Ask students to focus on this.
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Can you identify curved pattern, straight patterns?
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Would it only work with black and white?
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Colours are complimentary / ‘opposite’. Black and white. Other colour
combinations. Use harsh combinations (Black and white, Blue and yellow, Green and
red). Would blue and purple be as effective?
Consolidation and practice: 50-60 minutes
(First section should only take 15 minutes)
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Students are first given a printed template – supplied on website
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Ask them to colour in black (and white), alternating squares. Explain what this
means. No same colours right next to each other - Only diagonal.
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Three examples up to the front: pass around the class. Was the desired effect
created?
(Second section – students create their own)
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Students design their own template. Measure rectangle on page.
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Rows are always the same distance apart; columns vary in width – Model on
whiteboard.
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Remind students to make the columns gradually closer together, then widen again.
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Pull out group may be necessary.
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Students, once finished template, fill in with any colours they wish.
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Use piece for folio if applicable
Closure: 5 minutes
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Discuss what parts of the pattern achieved the effect
Examples from class of what colour combinations worked well