Grade/Subject: Grade 5 Art

Lesson Duration: 1 hour

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes:
 Component 4: Main forms and proportions: Students will modify forms by
abstraction, distorting and other transformations.
 Component 10: Media and Techniques: Students will use media and techniques, with
an emphasis on more indirect complex procedures and effects in drawing, painting,
print making, sculpture, fabric arts, photography and technographic arts.
Specific Learning Outcomes:
 Component 4:
o A: the direction of shapes determines the static or dynamic quality of the work
o E: shapes can be abstracted or reduced to their essence
o H: Receding planes and foreshortened forms create depth in a picture plane.
 Component 10:
o Use drawing tools to make a variety of lines extending beyond previous levels
into illusion
o Use models to make drawings with increasing accuracy
o Use drawing to add details, textures, create pattern or suggest volume
including hatching and cross-hatching, shading, dotting.
LEARNING OBJECTIVES
Students will:
 Create a 3D coloured hand optical illusion

TQS Connections:
 3A: Planning and designing learning activities that:
o Address the learning outcomes outlined in programs of study
 3C: applying student assessment and evaluation practices that:
o Generate evidence of student learning to inform teaching practice through a
balance of formative and summative assessment experiences
o Support the use of reasoned judgement about the evidence used to determine
and report the level of student learning
ASSESSMENTS
Formative:
 Correctly drawn lines

Summative:
 Drawing is completed and appears as an illusion
LEARNING RESOURCES CONSULTED
 https://education.alberta.ca/media/482114/elemart.pdf
MATERIALS AND EQUIPMENT
 squared drawing/sketch paper
 pencils
 fine sharpies

1
  coloured pencils or markers
 Completed example piece
BEHAVIOUR MANAGEMENT
 Ensure that students are raising their hands rather than ‘blurting’ out answers. If any
students do blurt out, remind them that everyone else has their hands raised and is
waiting their turn to share their thoughts rather than speaking over others.
 Before demonstrating how to draw the optical illusion, be sure that students have their
hands on their desk/table and are not drawing.
 Inform students that they will be allowed to speak with their tablemates when they
being drawing, but the noise level must keep to a minimum and students must remain
on task. If students are not staying on task, they may be staying in for the first 5
minutes of tomorrow’s lunch recess to complete lost work time.
PROCEDURE
Introduction (min.):
 As students transition from lunch to art, write on the white board “What do you know
about optical illusions?”
 Ask student to begin thinking about what an optical illusion is, as well as if they have
ever seen one before?
Body (min.):
 Once students are settled, ask them to begin sharing with the class what they know
about optical illusions
o Answers you may be looking for include: you can look at it, it makes you see
something that isn’t there, it tricks your brain.
 Ask students “why do you think optical illusions work in tricking your brain?”
 Explain that everything we see with our eyes is information that our brain gathers as
information about our world, or our reality. This information is what our brain uses to
develop a perception. A perception is how we view or perceive things to be. For
example, I perceive the door to be the colour brown. When we look at an optical
illusion, our brain is trying to use its understanding of perception to make sense of
what it is seeing. But because an optical illusion is not meant to make sense, when we
look at the illusion, our brain is trying to make sense of it when in reality it is not
supposed to make sense at all. This is what tricks our mind and often makes illusions
appear as if they are moving or makes us see things that are not actually there at all. In
order to trick us, optical illusions rely on light, colour, and patterns.
o Ask students if there are any questions
 Explain to students that today, we are going to start making our own optical illusions.
For this illusion, we are going to make it appear as though there is a 3D hand coming
straight out of a piece of paper. Show students an example work under the document
camera
 Ask students what they believe the optical illusion in this work is?
o Answers should be based around the hand looking 3D, even though it is a flat
piece of paper
 Hand out the paper to students
 Inform students that you will be walking them through the steps of creating this
optical illusion, and that the first step is to use a pencil to loosely trace your hand and
part of your wrist on a piece of paper and then wait for further instructions.
2
  As students begin tracing their hands on their pieces of paper, complete the same step
on your own piece of paper under the document camera.
 When students have finished tracing their hands, ask students to place their hands on
the table so that they are not drawing anything on their piece of paper until they have
full instructions.
 Begin demonstrating the next step: drawing curved lines across the wrist, hand, and
fingers and then connecting these lines to the rest of the page, on the document
camera.
 When you are finished with the basic demonstrations, tell students they may go ahead
with drawing their lines in with pencil. When they are done, they will show yourself
or Ms. Carruthers their work to ensure that their lines have been correctly drawn for
the illusion to have effect.
 When student’s lines have been drawn correctly, they may grab a fine point
permanent marker and trace over their lines in the permanent ink. Afterwards, they
will erase all of the pencil lines and may begin selecting coloured pencils and
colouring in the lines.
Closure (min.):   7 min   
 Give students a 5- minute warning to begin finishing whatever step they are working
on.
 Share with students that ask the week continues, any students who are not fully
completed their optical illusion will have time to complete it through the week.
 Ask students to please ensure their name is written on the back of their paper, then
pile their papers in the middle table, and get ready for afternoon recess/break.