Not eboom
Lesson Plan (ARTE 344)
Student Teacher: Rachel Noteboom
Title of Lesson: Optical Illusions
Big Idea: Students will explore deception and how art can trick the eye. (Optical illusions,
pattern, rhythm, movement, “form”)
Social Issues:
Deception/Opposites
Essential Questions:
 What are optical illusions?
 Where do you see optical illusions?
 How do optical illusions make you feel?
 How do you feel looking at this specific optical illusion?
List of Concepts of Art, Artists, and Culture Involved in this Lesson:
 Optical illusions: cognitive, physiological, and literal illusions
 Edgar Mueller and Nagai Hideyuki
List of Teaching Resources:
 Examples (images) of different optical illusions
 Examples (images) of the art of Edgar Mueller and Nagai Hideyuki
 PowerPoint of examples, definitions, essential questions, etc.
Class Information
Grade Level(s): Sixth Grade
Number of students: 18
Time available for this lesson:
Class Location: St. Mary room 212
Teaching dates: February 4th, 9th, & 11th
1. Objectives:
1.1 Conceptual/Cognitive Objectives:
OBJECTIVE I: After a discussion on optical illusions, students can successfully
comprehend how optical illusions work.
OBJECTIVE II: After being shown examples of optical illusions, students can adequately
understand that art can play tricks on one’s eyes.
1.2 Artistic Skill Objectives:
OBJECTIVE IV: After being given paper, scissors, and chalk pastels, students can
effectively create optical illusions of their own.
OBJECTIVE V: After being given chalk pastels, students can successfully blend colors
together.
OBJECTIVE VI: After being given instructions and paper, students can productively
follow directions to create a three dimensional product out of two dimensional materials
(paper).
2. Assessment Criteria:
OBJECTIVE I: Student can recognize that optical illusions simply trick the eye into
thinking something that may not be true.
OBJECTIVE II: Students can create their own effective optical illusion.
OBJECTIVE III: Student can explain how optical illusions work.
OBJECTIVE IV: Student can blend two or more colors successfully.
OBJECTIVE V: Student can follow directions to properly create a three dimensional form
out of two dimensional materials.
3. Learner Characteristics:
3.1 Developmental Rationale
Lowenfeld talks about how students are obsessed with wanting their art to be realistic
and that they become discouraged when it doesn’t. The way to combat this irritation is by
explaining that there are many different ways to create art successfully—everything doesn’t
have to be photographically real. Optical illusions are not in any way depictions of real life so
students will learn these different ways to success without feeling the pressure to produce
realistic images.
3.2 Students with special needs
This lesson can be adapted for students with special needs, whether they have a mental
or physical disability. The concept of opposites can be stretched in severity. While some
students’ artistic concept could be more profound (self vs. others, dreams vs. reality) the
concept can also be on a basic level (light color vs. dark color, big vs. small). The materials
being used can also be flexible. Chalk can be replaced with more stable materials like colored
pencils or even smooth-spreading paint.
4. Literature and References
4.2 Background of the topic
For some people, art is not important enough to be taught in schools because art is all
about ‘fancy dead people’. Optical illusions are exciting and catch everyone’s eye; they are far
from boring portraits painted by ‘fancy dead people’. Optical illusions work because “the
information gathered by the eye is processed by the brain to give a percept that does not tally
with a physical measurement of the stimulus source.” (Tran). When our minds perceive an
immobile object as something moving, or believe that we see something when we really don’t,
it is truly engaging and draws us in. Viewers of all ages are attracted to optical illusions, not
just gullible children. Just like magic, seeing is believing until the trick is finally spelled out
for us in the end.
4.3 Information about related artists, styles, movement or cultures
Edgar Mueller is a German man who creates 3D street art. “He paints over large areas of
urban public life and gives them a new appearance, thereby challenging the perceptions of
passers-by,” (Mueller). The street, of course, is a two dimensional plane, but Mueller uses
perception and vantage points to make it seem otherwise. When the viewer stands at a certain
angle (usually right in front of it), the artwork appears to be three dimensional. Most of his
work involves subject matter that “cut into” the ground, making it seem like there is a giant
hole in the middle of the street, or a crumbling cliff, or even a dangerous waterfall.
Nagai Hideyuki’s three dimensional sketches are very similar to Edgar Mueller’s street
art, but on a small scale. Hideyuki works on two sketchbooks, one resting on the wall and the
other resting on a flat surface, so the two come together to form a right angle. When this
happens, a foreground and backdrop are created. “The artist is skilled in creating
perspective-based illusions in his sketches,” (Ray, 2013) which is not something seen widely
and often in the world of art.
4.4 Art Terms/Vocabulary
 Physiological Optical Illusions: our eyes and brain make us see these things because
there is an extreme amount of stimulation (color, brightness, tilt, size, position).
 Literal Optical Illusions: create images that are different than the objects that make
them.
 Cognitive Optical Illusions: our unconscious interpretation
4.5 Description of visual examples
Rabbit-Duck Illusion: The viewer can see two different
animals in this picture, a duck and a rabbit. The two left forms
sticking out of the body can be see as either a duck’s bill or a
rabbit’s ears. The eye remains in the same position no matter
what animal is seen.
Grid Illusion: This illusion makes the viewer think they see a
black dot at each intersection of the white lines except for the
one that they are focusing on. This remains true when focusing
on a different intersection.
Lilac Chaser: When this image moves, the viewer will notice
that one pink dot disappears after the other reappears. Once
they focus on the black dot in the center, the empty space that
the pink dot leaves looks green, so a green dot is revolving
around the pink dots.
American Flag Illusion: After staring at this image for around
thirty seconds, the viewer should look at a white area, which
will reveal the after-image of a normally colored red, white,
and blue flag.
Ponzo Illusion: At first glance, it appears that the top yellow
line is longer than the bottom yellow line. They are actually the
same length, but the perspective of the railroad track makes
tricks the viewer’s eyes.
Impossible Square Illusion: Human eyes interpret this 2D
image as a 3D form, even though it is impossible for the
intersections of these lines to be true due to overlap.
Edgar Mueller uses paint and sidewalks/streets to create his
optical illusions. This street is actually flat, and seen any other
way, this waterfall image is stretched out and indistinguishable.
But at the right angle, it looks like the street cuts off and the
water runs over it.
Nagai Hideyuki uses charcoal and two sketchbooks in order to
make his illustrations appear to be three dimensional. The
sketchbooks form a right angle, the top resting on the wall
behind it, and at the correct angle, the images on the pages seem
to pop off the pages.
4.6 List of references
Mueller, E. (n.d.). About Edgar Mueller. Retrieved from Edgar Mueller:
http://www.metanamorph.com/index.php
Ray, J. (2013, February 13). Nagai Hideyuki Draws 3D Sketches that Jump Out of the Pages.
Retrieved from Complex Art + Design:
http://www.complex.com/art-design/2013/02/nagai-hideyuki-draws-3d-sketches-that-j
ump-out-of-the-pages-video
Tran, B. (n.d.). Optical Illusions Explained. Retrieved from Optical Illusions and Pictures:
http://www.123opticalillusions.com/pages/optical-illusions-explained.php
5. Integration/Connecting Links
5.1 Idea mapping
 Attached
6. Looking at and talking about ART
6.1 “What do you see in this illusion?” (what we initially see before realizing the illusion)
6.2 “Have you ever seen something like this before? Where?” (yes/no, where)
6.3 “How do you feel when you look at this optical illusion?” (how they feel)
6.4 “What makes this a successful optical illusion?” (it works, we see something else)
6.5 “How do optical illusions and magic relate?” (make you see something, tricks the eye)
7. Illinois State Goals
--25.A.2d Visual Arts: Know the Language of Arts
Identify and describe the elements of 2- and 3- dimensional space, figure ground, value and
form; the principles of rhythm, size, proportion and composition; and the expressive qualities
of symbol and story.
In this lesson: Optical illusions will describe how 2-dimensional space can look like
3-dimensional space. Students will understand how artistic elements such as color,
rhythm, size and proportion are the heart of what makes optical illusions successful.
--26.B.2d Visual Arts:
Demonstrate knowledge and skills to create works of visual art using problem solving,
observing, designing, sketching and constructing.
In this lesson: Optical illusions must be planned out very carefully in order to be
successful in the long run. Students will need to design their products before the final
construction.
8. Media/Art Materials Needed and Organization of Supplies
8.1 Day One: paper, pencil, eraser
8.2 Day Two: chalk, scissors, glue stick, stapler
8.3 Day Three: chalk, scissors, glue stick, stapler
Supplies will be in bins on a table where students can take one as they pass down the line.
After the demonstration, students will pick up their materials and head back to their seats in
order to begin their artistic process.
9. Instructional Procedure with Time Frame
5.1 Day One
5.1.1 Introduction: (10 Minutes)
“Good morning, everyone! My name is Miss Noteboom, or Miss N. if that’s easier. We
are going to be working together to make a really cool project for the next three classes.
Before we begin talking about it, I’d like to go around the room and have you all
introduce yourselves so I can get to know you better.”
--students introduce themselves—
“The big idea that this project revolves around the concept of optical illusions. In fact,
after we go over some examples and a few artists whose art can be considered optical
illusions, you are going to make your own.”
--show examples of optical illusions via PowerPoint-Topic Questions: “Who here has seen an optical illusion?”
“How do you think optical illusions work?”
Association Questions: “How do optical illusions make you feel when you look at
them?” (uncomfortable, crazy, impressed)
“Why do you think some people find optical illusions to be
more interesting than traditional art?” (mess w/ your mind)
Visualization Questions: “What elements of design are working here to make this
illusion successful?”(color, proportion, size)
Transition: “What do you think would be the easiest material to use would be when
making an optical illusion?” (computer for preciseness)
“Has anyone here ever made an optical illusion themselves?”
5.1.2 Demonstration and Art Making Activities (20 Minutes)
Teacher Activities
Students Activities
Step 1 We will be dealing with opposites, so Examine teacher example and ask
your subject matter should be two
questions for clarification
ideas that are opposite from each
other. Some examples of this are
emotions (happy vs. angry), ideas
(good vs. evil) or even objects (big vs.
small). -Show exampleStep 2 Pick two subject matters that are
Watch demonstration and ask
opposite from each other. Use the
questions for clarification
space in the first rectangle to draw the
first image.
–draw big object (elephant)Step 3 Use the second rectangle to draw the Watch demonstration and ask
second image.
questions for clarification
–draw small object (mouse)The teacher will walk around and help Students will begin sketching their
any students who need it
idea in the correct rectangles.
5.1.3 Clean Up (5 Minutes)
One student will be selected to collect everyone’s artwork and one to collect specific
materials, while the rest of the class clears off their desk.
5.1.4 Lesson Closure/Concluding Activities (5 Minutes)
“Someone tell me one thing they learned today.”
“What are the three types of optical illusions?”
“Next time we will be adding color to our drawings.”
5.2 Day Two
5.2.1 Introduction: (10 Minutes)
“Welcome back, everyone! How are we all? Before we continue our projects today I’m
going to show you a couple of artists who produce their own optical illusions. This is the
work of Edgar Mueller. This is the work of Nagai Hideyuki.”
Topic Questions: “Who can recap what we said optical illusions are?”
“Do you think there are people still making new optical illusions
today?”
Association Questions: “Who here has ever drawn on the sidewalk with chalk?”
“Do you find these pieces to be more or less interesting than
traditional art? Why?”
Visualization Questions: “What elements of design are being used to make these two
dimensional drawings appear as three dimensional forms?”
“How are the two artists’ pieces similar?” (3D)
“How are they different?” (color, subject matter, # of planes)
Transition: “So how does Hideyuki’s work relate to our work?” (more than one plane,
subject matter)
“How does Mueller relate to our work?” (color)
5.2.2 Demonstration and Art Making Activities (20 Minutes)
Teacher Activities
Students Activities
Continue We will take time to finish up
Finish sketching into two rectangles
sketching our subjects into the two
rectangles.
Step 1
We are going to use chalk pastels,
Watch demonstration and ask
which you can blend together to make questions for clarification
a gradient. –take two colors and blend
them in the middleStep 2
Since this chalk leaves a lot of dust, a Watch demonstration and ask
good idea is to work from the top
questions for clarification
down so you don’t slide your hand
through what you’ve already done.
Teacher will walk around and help
Student will use chalk pastels to color
any students that require it.
their images.
5.2.3 Clean Up (5 Minutes)
One student will be selected to collect everyone’s artwork and one to collect specific
materials, while the rest of the class clears off their desk.
5.2.4 Lesson Closure/Concluding Activities (5 Minutes)
“Someone tell me one thing they learned today.”
“What are some things you remember about our featured artists?”
“Would anyone like to share their progress so far with the rest of the class?”
“Next time we will finish adding color and creating two more templates so we can
construct our optical illusion.”
5.2 Day Three
5.2.1 Introduction: (5 Minutes)
“Welcome back, everyone! How are we all? We are going to finish our projects today!”
5.2.2 Demonstration and Art Making Activities (20 Minutes)
Teacher Activities
Students Activities
Continue We will take time to finish up using
Finish coloring subjects in two
the chalk pastels to color our subjects rectangles
into the two rectangles.
Step 1
First we must fold Template #2 like an Watch demonstration and ask
accordion. –demonstratequestions for clarification
Step 2
To finish up, we will cut the strips
Watch demonstration and ask
designated on Template #1 vertically questions for clarification
and glue them to the corresponding
sections on the Accordion Template.
Step 3
I will pass around the stapler, where
Watch demonstration and ask
you will staple the “STAPLE HERE” questions for clarification
section down in three places.
Teacher will walk around and help.
Students finish their product.
5.2.3 Clean Up (5 Minutes)
One student will be selected to collect everyone’s artwork and one to collect specific
materials, while the rest of the class clears off their desk.
5.2.4 Lesson Closure/Concluding Activities (5 Minutes)
“Someone tell me one thing they learned about optical illusions.”
“What was the hardest thing about this project?”
“What was the most fun part about this project?”
“Would anyone like to share their final artwork with the rest of the class?”
10. Teaching Tips
10.1: It might be more time-efficient for students to have their own set of chalk pastels
instead of having them each come up to pick from a big container of them.
10.2: Use a brainstorming activity (for deception concept) where students write ideas on
the white board to get them started.
10.3: Narrow down the images used for the introduction so students’ excitement for the
topic doesn’t get out of control and/or they don’t get antsy.
10.4: Encourage students to explore optical illusions on their own time and then share with
the class the next day.
10.5: Revisit the color-blending technique if it appears that many students aren’t doing
it—they may think it was just a suggestion.
11. Critical Reflections
Teaching the optical illusions lesson plan at St. Mary School was a very exciting
experience that contained a lot to be learned from. The students that were involved in this
lesson were sixth graders and fifth graders. Overall, these students showed a fantastic drive for
excellence and a genuine interest in art. This is especially nice to see since they do not have an
art program at St. Mary School.
From the very first mention of optical illusions, the class was engaged and ready to
share their experiences. Each illusion after another led them to express their interest and
sparked their own ideas. When asked open-ended questions, many of the students were eager to
respond. For instance, the simple question of “how does this illusion make you feel…”
unleashed an array of answers all shouted out at once: “crazy!” “sick!” “awesome!” “dizzy!”
and the ever-common: “is that actually moving?” These reactions showed the students’
alertness and connection with the material and concepts before they even picked up a pencil.
Due to an error in judgment on the teacher’s end, the introduction that had everyone
engaged ran over the allotted time. This caused the students to have less time for creating their
work, ultimately requiring a fourth day. However, their work ethic was quick and calculated,
most of them focusing on the task at hand and using their time wisely. Some extra time would
also be tacked on if excess talking would be shaved off. This was only an issue when
instructions were being given and it seems like it occurred simply from their excitement to
begin.
When spoken to individually, most of the students were able to coherently form their
ideas into words. Follow-up questions allowed the students to reflect on different options and
suggestions made by their teacher and peers. One thing that seemed to work rather well was
when individuals got a chance to share their thoughts and progress that they made on their
projects for the day. Although there were a few times where some quieting down was in order,
their excitement and pride that they took in their work showed their commitment to quality and
exceptionality.
The fifth and sixth graders’ final pieces were both attention-grabbing and unique.
Although there were a few works that did not fulfill the requirement of color-blending (this
should have been remedied by suggestions from the teacher), every piece stood out with its own
qualities. Many students’ concepts were fascinating. For example, one sixth grader used his
project to comment on the government’s apparent desertion from its duties, while a fifth grader
explored the negative impacts of pollution.
The general flow of the classroom was productive when it came to cleaning up. Even
though it sometimes took a bit of extra encouragement because the students were so wrapped up
in their artmaking, cleaning up usually went according to plan. At first, individual students
were assigned to collect certain materials. This quickly morphed into individuals noticing the
time and asking if they could be the ones to start collecting, which was especially helpful since
there was a time constraint between their class and the one after it. With this extra time, it was
easier to squeeze in a few moments for closure dialogue.
Overall, the fifth and sixth graders successfully took on this optical illusion lesson and
produced work of high quality and creativity. Like any classroom in any school, there were
times where excited chatter needed to be managed and misbehavior snuck through, but the
students at St. Mary School exhibited their commitment and drive to learn. The final products
modeled their excellence and drew many interested viewers during the art show. It is always a
delight to teach and interact with these students.
12. Recommendations for Future Use
12.1: This lesson can be used to explore before-and-after concepts [the first side depicts
something before, while the second side depicts something after]
Examples:
a. before/after Industrial Revolution: side oneworkers…side twomachines
b. before/after death: side onelife on Earth…side twoheaven/hell
c. before/after evolution: side onedinosaur…side twobird
12.2: This lesson can be used to promote eco-friendly concepts [pollution vs. green]
Examples:
a. side onepolluted, smoggy air…side twoclean skies
b. side onecontaminated water…side twoprosperous/clean ocean
c. side onecrowded city…side twoeco-friendly people recycling
12.3: This lesson can be used as a storytelling device [beginning and end]
Examples:
a. side onewoman kissing frog…side twowoman/prince’s wedding
b. side oneHumpty Dumpty on wall…side twomen gathering pieces
c. side oneCinderella doing chores…side twoCinderella as a princess
Use of Color
Blending
Comprehension
of Explored
Artists
[Muellar &
Hideyuki]
Comprehension
of Explored
Optical Illusions
[Cognitive,
Literal &
Physiological,]
Use of
Composition
Use of Opposites
There is no
evidence of
any color
blending.
There is
evidence of
color blending
in at least two
separate areas.
Student
cannot explain
how either of
the artists use
optical
illusions in
their art.
Student can
explain with
little detail
about how
either of the
artists use
optical illusion
in their art.
Student
Student can
cannot explain explain how
how any of the only one
optical
optical illusion
illusions work. works.
The majority
of the
composition
has been left
unfilled and
appears to be
unfinished.
The subjects
being
addressed do
not relate
oppositely in
any way.
There is
evidence of
color blending
in at least
three separate
areas.
Student can
explain with a
few details
how both
artists use
optical
illusions in
their art.
Student can
explain how at
least two
optical
illusions work.
Half of the
composition
has been filled
and colored.
Nearly all of
the
composition
has been filled
and colored.
The subjects
being
addressed may
relate to each
other, but it is
not apparent
right away.
The subjects
being
addressed
relate to each
other in a
relatively clear
way.
There is
evidence of
color blending
in at least four
separate areas.
Student can
thoroughly
explain how
both artists
use optical
illusions in
their art.
Student can
thoroughly
explain how
more than
three optical
illusions work.
The entire
composition
has been filled
and colored.
The subjects
being
addressed
clearly relate
in an opposite
way.
__
4
__
4
__
4
__
4
__
4
/20 points
13.2 Handouts
13.3 Visual examples for instruction
Let’sthink!
 What are optical illusions?
 How do they work?
 Where have you seen optical illusions?
Optical illusionsare…
 Images that trick the mind.
 What you see isn’t actually there!
3 typesof optical illusions:
 Literal optical illusions
 Physiological optical illusions
 Cognitive optical illusions
Literal Optical I llusions
 Create images that are different than the objects that
make them
Literal Optical I llusions
Physiological Optical I llusions
 Our eyes and brain makes us see these things because
there is an extreme amount of stimulation (color,
brightness, tilt, size, position, movement).
CognitiveOptical I llusions
 Unconscious interpretation
Ponzo Illusion
CognitiveOptical I llusions
Let’sThink!
 How do these optical illusions make you feel when you
see them?
 Why do you think optical illusions could be more
interesting than “normal” art?
 Any other thoughts?
Edgar Mueller
Nagai Hideyuki
 How are these artists’ work similar?
 How are they different?
 Which do you like more and why?
-Visual BoardVisual materials have to be of professional quality and visible from a 20 ft. distance.
Put your overheads, PowerPoint, visual reproductions, poster, and Product examples here.
Include a digital image of the finished artwork made by you. This is not a work that is
shown to students. As the instructor, your mission is to elicit multiple solutions from
students. The elaboration of the art project is a way to test your lesson to see if it works
mechanically. You will also need to show me the actual artwork that you have made.
13.4 Students’ artwork examples Put various examples of students’ works from your
currently taught lesson here.
13.5 Class Photos (optional)
13.6 Safety regulations in classroom
-STUDENT ROSTERStudent A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
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