Geometric Illusion Banners

Geometric Illusion Banners lesson plan

In the wonderful world of optical illusions, lines create the look of 3-D. Create bold, bright, geometric banners.

  • 1.

    What you see is what you get. Or is it? When lines and shapes are involved, your eyes can be tricked into seeing things. Students make a banner that demonstrates their ability to combine lines and shapes into the illusion of 3-D forms.

  • 2.

    Outline the banner. Choose cotton or 50/50 cotton/polyester blend fabric for the banner. Cut a banner with Crayola Scissors. Cover your art area with paper. On the fabric, draw two large rectangles with borders all around them using Crayola Fabric Markers.

  • 3.

    Draw 2-D shapes. In the top rectangle, draw lines and two-dimensional shapes, such as squares and triangles.

  • 4.

    Create 3-D illusions. Combine the 2-D shapes to create the illusion of 3-D forms (cubes or cones, for example) inside the bottom rectangle. Students add a banner title and their name in the borders. Highlight the motifs with Crayola Glitter Glue. Air-dry the banner.

  • 5.

    Hang the banner. Roll construction paper into a cylinder. Attach it to the top of the banner with Crayola School Glue. Air-dry the glue. Thread ribbon through the cylinder to hang.

Standards

  • LA: Read with sufficient accuracy and fluency to support comprehension.
  • LA: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • LA: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • LA: Engage effectively in a range of collaborative discussions with diverse partners on grade level topics and texts, building on others' ideas and expressing their own clearly.
  • MATH: Draw polygons in the coordinate plane given coordinates for the vertices.
  • SCI: Ask questions about the natural and human-built worlds.
  • SCI: Offer causal explanations appropriate to level of scientific knowledge.
  • SCI: Construct drawings or diagrams as representations of events or systems.
  • VA: Intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of experiences and ideas.
  • VA: Select and use the qualities of structures and functions of art to improve communication of ideas.

Adaptations

  • Students investigate human vision and the workings of the human eye. Students create a diagram of the eye, labeling the significant parts. A summary paragraph accompanies each student diagram, including how light enters the eye, how the brain interprets the light, and how that translates into what a human sees.
  • Students use their knowledge of the coordinate plane to create their optical illusions. After creating their original art, students write directions to replicate the optical illusion using coordinates on the plane to create the artwork. Optical illusions should be titled and ask a provoking question to assist the viewer with what to look for.