ALEX Lesson Plan

     

Perfect Perception? (Perception and Illusion)

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

  This lesson provided by:  
Author:Sharon Williams
System: Cherokee County
School: Gaylesville High School
  General Lesson Information  
Lesson Plan ID: 12768

Title:

Perfect Perception? (Perception and Illusion)

Overview/Annotation:

Students are introduced to perception puzzles to encourage discovery of symmetry, eye and mind connection, and manipulation of perception. This lesson could be a springboard to lessons in art, math, and science. Included are websites that will be useful to both the student and the teacher.

 Associated Standards and Objectives 
Content Standard(s):
Arts Education
ARTS (2017)
Grade: 6
Visual Arts
2) Formulate an artistic investigation and discovery of relevant content for creating art.

Example: Make, share, and revise a list of ideas and preliminary sketches.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Artistic ideas and work
  • Formal and conceptual vocabulary
  • Innovation
  • Investigation
  • Two-dimensional
  • Three-dimensional
  • Experimentation
  • Conservation
  • Craftsmanship
  • Linear perspective
  • Environmental responsibility
  • Prior knowledge
  • Museum
  • Gallery
  • Curator
  • Digital
  • Horizon Line
  • Brainstorming
  • Research
Skill Examples:
  • Make, share and revise a list of ideas and preliminary sketches.
  • Use introductory skills, techniques, and elements of art to create a composition
  • Demonstrate drawing techniques, such as hatching, cross-hatching, shading, and stippling.
  • Create a group project about a current or world event.
  • Examine careers and identify and role - play various jobs of artists.
  • Research a subject or idea that has personal meaning to create a work of art.
  • Use the elements of visual arts to create an artwork that depicts emotions.
  • Use a variety of media and techniques in two and three dimensions to create imagery from experience, observation and imagination.
  • Demonstrate proper clean-up and/or disposal of equipment and materials.
  • Demonstrate art room safety and procedures.
  • Design an environmentally area for the school such as a library or other multi-use learning area.
  • Engage for the purpose of personal reflection and ongoing revision, in group critiques.
  • Reflect through journal writing artist intent.
Arts Education
ARTS (2017)
Grade: 8
Visual Arts
2) Collaboratively shape an artistic investigation of an aspect of present-day life using a traditional and/or contemporary practice of art and design.

Insight Unpacked Content
Artistic Process: Creating
Anchor Standards:
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Process Components: Investigate, Plan, Make
Essential Questions:
EU: Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals.
EQ: How does knowing the contexts, histories, and traditions of art forms help create works of art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic investigations?
Concepts & Vocabulary:
  • Creative Processes
  • Organize and develop ideas
  • Traditional Media
  • Contemporary Media
  • Fair Use
  • Open Source
  • Creative Commons
  • Develop artistic ideas
  • Plagiarizing
  • Graffiti
  • Defacing
  • Criteria
  • Refine and complete artistic work
  • Archival
  • Criteria
  • Cultural Context
  • Body of Artwork
  • Collaborate
  • Medium/ Media
  • Genre
Skill Examples:
  • Create a pre-drawing self-portrait at the beginning of a drawing unit and compare it to a finished self-portrait at the end of the unit.
  • Write a survey at the beginning of a course to communicate prior knowledge and apprehensions of creating artwork and skill levels. At the end of the course review the survey to reflect on progress.
  • Collaborate with other students to create a legacy project, communication-based posters or a mural.
  • Collaboratively or individually compare, contrast and investigate self -portraits and social media selfies.
  • Create an artwork that explores new techniques, with the understanding that the artwork is experimental.
  • After exploring Tibetan sand mandalas, write a reflection, that highlights the importance of the process over product.
  • Discuss, examine and describe the use and misuses of appropriating (plagiarizing) copyrighted artworks and designs.
  • Describe the difference between the intent of graffiti vandalism and urban street art and the effects on various communities- compare defacing with creating.
  • Create an artwork implementing ideas, organizational elements, foundations, skills, and techniques of visual art in a traditional and/or digital method.
  • Engage - for the purposes of personal reflection and on-going improvement, group critiques.
  • Create a rubric with teacher input to be used for evaluation purposes.

Local/National Standards:

 

Primary Learning Objective(s):

Students will demonstrate an application of optical illusion by reproducing the bird in a cage illusion. Students will relate natural illusion with manipulated illusion. Students will discover that perception can be fooled. Students will extend perception of persistence by creating an illusion of his/her own.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Various pictures of optical illusions, index cards: 1 per student, plastic mirrors: 1 per student, frayons or colored pencils, safety scissors, tape or glue, string (yarn) about a foot for each student, flip-book (necessary materials would be a small stack of paper or notepad and writing instrument), spoon, glass: 1 per student, science journals

Technology Resources Needed:

Computers with Internet access, color printer, LCD Projector

Background/Preparation:

Students should have been introduced to the importance of observation to scientific method.

  Procedures/Activities: 
1.)Invite students to talk about a time when they "thought" they saw one thing and it turned out to be something quite different. Explain that perception and conception may be two different things. What we perceive we see, may not in truth be what we see. Use an example of seeing a student in the principal's office. We may perceive that the student is in "trouble" when in reality the student may be receiving congratulations on achieving a goal.
(Knowledge In Perception)
Contains teacher material to provide background information about concept and perception, brain and physical illusion.

2.)Give each student a mirror. Ask students what they see?
Many will answer they see themselves.
Ask if they are in the mirror?
Many will still answer yes. Explain that the teacher thought each students was sitting in his/her classroom.
Lead the students to discover that while they may perceive themselves to be in the mirror; they are in fact in the classroom.

3.)Everyday Illusions.
Through observation we see illusions in the natural world around us. Ask students if they remember seeing a rainbow. Students should respond that they have. Then ask if they know the legend about the pot at the end of the rainbow. After explaining the legend (if some are not familiar with the legend) ask if they think that they could ever reach the end of the rainbow. Have them explain their responses.
Then ask if the rainbow always moves farther away as we move toward it? Why?
Explain that the rainbow is not the illusion but that the distance to the rainbow is an illusion.

4.)Ask students if they have ever seen a mirage. Recall images of water in the desert, heat rising from the road in summer and such. Explain that mirages are caused by refraction of light between the object and the eye which displaces objects or parts of objects.
Demonstrate the bent spoon in water illusion by placing a spoon in a clear plastic glass of water. Divide students into groups. Have them place pencils in their glasses of water. Students should observe and write about what they see in their science journals.

5.)Show students optical illusions by holding up pictures or by using one of the optical illusion websites. The website listed below has the hollow face illusion.
(Grand Illustions)
This site illustrates optical illusions.

6.)Have students draw a cage in the middle of an index card. On the flip side of the card, have students draw a bird. Attach the card to a pencil or attach string (yarn) to each side of the card. When the card is rotated or flipped the bird should appear in the cage. Let students discover the right way to draw the bird and the cage in order that one is not upside down.
Have students prepare a flip-book to illustrate persistence of vision. Some choices to draw would be a frog jumping or eating a fly, a stick figure running, a dog wagging his tail, a piece of ice melting.
(Thaumatrope)
Scroll down to "Links to Animations" for various animated illusions.

7.)Share the dragon illusion with students by reading or having students read the information from the following website. Then give each cooperative learning group/student a copy of the dragon to put together and recreate the illusion.
(The Dragon Illusion)
This website has the material to download to make the necessary components so that the students may make their own illusions. Follow the instructions exactly in order for everything to work correctly.

8.)Additional Optical Illusion Website: (another good site for students to explore)
(http://www.colorcube.com/illusions/illusion.htm)
This site has many illusions for the eye.

  Assessment  

Assessment Strategies

The teacher will assess students' application of optical illusion by having them reproduce the bird in a cage illusion. The teacher will check students' science journals for understanding. The teacher will assess students' flip books to see if they illustrate optical illusions.

Acceleration:

Students could develop their own optical illusions or compare and contrast illusion and deception.

Intervention:

 

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.