Op-art line design.

Op-art line design. As each new school year begins, I find myself asking this question:Do I have enough time for a quality art lesson, after I've given my"Welcome-to-the-art-room rules and regulations, who do I remember,and where-shall-we-sit" speech? The lesson I have included herefits the bill. It's short, easy, clean and informative. I call it"Op Art Line Design." Over the years, I have accumulated numerous optical-illusionvisuals, which are displayed and accessible to pique student interest asthey enter the art room. I also hang a portrait of M.C. Escher, severalof his works and a print of Victor Vasarely's Vonal KSZ KSZ Kotlas (Russia). My fourth-graders walk in and see the intriguing in��trigue?n.1. a. A secret or underhand scheme; a plot.b. The practice of or involvement in such schemes.2. A clandestine love affair.v. collection. Theyare buzzing, trying to guess what we will do. But first, theaforementioned speech. After minutes of reacquainting and gettingsettled, I assure them that, yes, they will get to "do" someart. [ILLUSTRATIONS OMITTED] I then challenge them: "I bet I can make you think that drawnlines on paper can appear to move." I then present my sample. Whilethey are staring, I rotate the design in a circular path. Comments of"whoa," "wow" and "neat" can be heardrippling through the room. This reaction is then guided into adiscussion of optical illusions and the art style well known forillusions, Op art. [ILLUSTRATION OMITTED] They can't wait to try one for themselves. I then positionmyself where they can all see and I explain how easy it is toaccomplish. First, using a black marker, draw three or more rounded shapes on apiece of 12" x 18" white paper. Then, add concentric Coming from the center, or circles within circles. For example, tracks on a hard disk are concentric. Tracks on optical media are concentric or spiral shaped (in a coil) depending on the type. linesaround each original shape, in turn, taking care to "mirror"the original shape. Gradually, the lines around the initial shapes willgrow until near touching. The design is already dancing and spinning. Atthis point, discuss ways to fill up the rest of the space. The morelines, the more movement. It seems to help if the lines are placed asclose as possible with minimal touching so as to fool the eye and brain. I prefer permanent black markers because of the density of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color ,but any drawing tool will do. Once students understand the process, thiswork can be taken home and finished with whatever medium they have onhand. Or, it can be left unfinished for a suspended-in-space look. I have used this lesson successfully with grades four, five andsix. No matter what the age, the students can't wait to go home andtrick their parents into "seeing" movement that doesn'treally exist. My fourth-graders remember this lesson all through theyear, and it is often counted among their favorites. Perhaps you couldsay this is a true example of being "moved" by art.MATERIALS* Black markers* 12" x 18" white paper* Op art examples* Placemats (to protect workspace) LEARNING OBJECTIVES Elementary and middle-school students will ... * learn about Op art. * draw shapes and add lines around them. * create illusional movement in an artwork. Lucy Greinermiller is an art instructor at Reid Elementary School elementary school:see school. in Middletown, Pennsylvania Middletown is the name of more than one location in the U.S. state of Pennsylvania: Middletown, Dauphin County, Pennsylvania Middletown, Northampton County, Pennsylvania Middletown Township, Bucks County, Pennsylvania .