Intro to OP ART https://youtu.be/gUf38YJLp3I?

si=dIgaHt81GZeBUOIw

Here’s a great Powerpoint Presentation on Op Art Powerpoint on Op Art

Breif Overview
Op Art (also known as Optical Art) is a style of art that was developed in the mid 1960's.
It combines color and abstract patterns to produce optical illusions. The artists of that
time were inspired by modern experiments in abstraction such as cubism, as well as
technological advances in computers, television and aerospace.

Besides that, they were fascinated with the concept of perception, and the science of how
our eyes experience vision (or, in other words, how we see). They wanted to make a style
of art that reflected those modern ideas and captured the feeling of the times.

The artists experimented with distorting the concepts of POSITIVE and NEGATIVE
space, color theory, using either bright colors with sharp contrast or plain black and
white. They also experimented with our blind spots, making parts of the painting
disappear. The hard edge graphics set close together create optical illusions that seem to
pulse, vibrate, move, or reach off the page.

Some of the leading OP artists were Bridget Riley, Victor Vasarely, and Mario Ballocco.
In this example titled “Vega,” you can see how OP Artist Victor Vasarely played with
color. Notice the dots of the painting. Each dot is the same color, but by changing the
background colors, the central color appears to change as your eyes move along them.
This is due to how our eyes process the contrasting colors. The more contrast between
the two colors, the brighter the central color will appear.

OP ART CONES TUTORIAL

This lesson took about 5 (40 minute) art classes to complete.

ON DAY 1: Students were introduced to various OP Art by
artists Victor Vasarely and Bridget Riley, and learned what
Op art was (Optical Illusion Art) with a quick slideshow of
work.
Six straight lines that intersect at the same spot, were drawn
ahead of time on 80# 10×10″ paper for each student with a
ruler; Creating 12 “slices” in total.
After kids got their papers, I demonstrated under a
document camera as they followed along with me for the
first step.
Students then drew a series of concentric curved lines
alternating the direction of the curve within each “slice”.
Once finished with that step, students labeled every OTHER
slice with a “B” lightly in pencil, to mark that space as black.
This step helps speed things along as kids color in– (just
locate the ones labeled “B”), AND reduces any potential
mistakes while using Sharpie.
Once that’s all set, students then started tracing over the
smallest slices labeled “B” in the center, using a extra fine
point Sharpie, (so it wouldn’t bleed too much into the small
white sections), then filled in.
As areas got larger, kids switched to a Fine Point Sharpie,
(since it has a thicker tip), and colored in the rest.
These 2 steps took about 2- (40 minute) classes to complete.
ON DAY 3, I discussed the element of art VALUE with
students and showed them how to create subtle value
changes.
Then I demonstrated the next step —using a black colored
pencil in the white areas to create shading and shadows, and
a white colored pencil in the black areas to create highlights.
Before students started this on their own artwork, I had
them practice first on black and white papers.
I explained to students it’s important to draw the lines close
together.
It’s also key to press harder with the white in the center, and
gradually get lighter and lighter as the white gets closer to
the edges of each slice, leaving a bit of black showing along
the sides.
Then, using the black colored pencil in just the white areas, they
drew darkest along the sides and gradually pressed lighter and
lighter towards the center—leaving the center strip white!
Students loved seeing the 3D effect start to emerge!!