by Mary Erickson, Ph.D. and Arizona art teacher Hillary Andrelchik Tricks of Perfection provides activities that teachers can use can use • to prepare young people to explore the Masters of Illusion exhibition at the Tempe Center for the Arts (TCA), • to focus their attention during a visit and • to create illusion in their own artworks. Teacher/Parent Introduction (pdf) Lessons Lesson One: Welcome to the Magic Show (pdf) Lesson Two: And the Curtain Goes up… (pdf) Lesson Three: Tricks of the Trade (pdf) Resources Tricks of Perfection PowerPoint How did they do that? PowerPoint Basic Form Drawing Worksheet (pdf) Watch My Hands Very Closely (pdf) Now You Try PowerPoint Optional Questor’s Questions about Realistic Art Supplies Apples or other round shiny fruits, such as oranges, grapefruit, grapes, tangerines or pears. One fruit for every 3-4 students. Choose a variety to make finished drawings more interesting. Or choose magazine photographs of fruit. Large variety of crayons Assorted colors of construction paper White drawing paper Scissors Glue or glue sticks Web resources Computer and Digital Projector or SmartBoard Sneak Peek of Masters of Illusion PowerPoint Masters of Illusion Exhibition Artists Mary Erickson Ventures ® Masters of IllusIon Elementary Unit: Tricks of Perfection Credits Richard Haas for permission to use photographs of his trompe l’oeil mural. Patrick Bailey, Clinton T. Hobart, Ellen Murray Meissinger, John Schief- fer for permission to reproduce their artwork used in Lesson Three. Tom Eckert for permission to reproduce his artwork for Lesson One. Hillary Andrelchik and Mary Erickson for photography. Hillary Andrelchik for sample drawings.
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by Mary Erickson, Ph.D. and Arizona art teacher Hillary Andrelchik
Tricks of Perfection provides activities that teachers can use can use • toprepareyoungpeopletoexploretheMasters of Illusionexhibitionatthe
Tempe Center for the Arts (TCA), • tofocustheirattentionduringavisitand• tocreateillusionintheirownartworks.
Teacher/Parent Introduction (pdf) Lessons LessonOne:WelcometotheMagicShow(pdf)LessonTwo:AndtheCurtainGoesup…(pdf)LessonThree:TricksoftheTrade(pdf)
ResourcesTricksofPerfectionPowerPointHowdidtheydothat?PowerPointBasicFormDrawingWorksheet(pdf)WatchMyHandsVeryClosely(pdf)NowYouTryPowerPoint
OptionalQuestor’sQuestionsaboutRealisticArt
SuppliesApplesorotherroundshinyfruits,suchasoranges,grapefruit,grapes,tangerinesorpears.Onefruitforevery3-4students.Chooseavarietytomakefinisheddrawingsmoreinteresting.Orchoosemagazinephotographsoffruit.
LargevarietyofcrayonsAssortedcolorsofconstructionpaperWhitedrawingpaperScissorsGlueorgluesticks
Web resourcesComputerandDigitalProjectororSmartBoard
SneakPeekofMastersofIllusionPowerPointMastersofIllusionExhibitionArtistsMaryEricksonVentures
®Masters of IllusIon
ElementaryUnit:TricksofPerfection
CreditsRichardHaasforpermissiontousephotographsofhistrompe l’oeilmural.PatrickBailey,ClintonT.Hobart,EllenMurrayMeissinger,JohnSchief-ferforpermissiontoreproducetheirartworkusedinLessonThree.TomEckertforpermissiontoreproducehisartworkforLessonOne.HillaryAndrelchikandMaryEricksonforphotography.HillaryAndrelchikforsampledrawings.
®Masters of IllusIon
Teacher/Parent Introduction
Themes TricksofPerfectionisbasedontwothemes.
Theme in Life:Wealladmireextraordinaryskill.Theme in Art:Someartistsaresoskillfultheycantricktheeye.
Key QuestionLessonsapproachthethemesthroughonekeyquestion.
• Howdoesvalue(lightanddark)helpartistscreaterealisticdrawings? ConnectionsBroadthemesandkeyquestionsnotonlygivefocustospecificactivitiesbutalsoprovideconnectionsthatchildrencanusetogobeyondthoseactivities.
Thebroadtheme in artcanbeanentrypointtoexploreartfromdiverseculturesandtimes,especiallyinthewest.Thebroadtheme in lifeconnectsarttowidely-heldhumanconcerns.
Similarly,thekeyquestioncanguideinquiryintoagreatmanyartworks,notjustthoseintroducedin thelesson.
Adaptations & ExtensionsThelessonsinthisunitarewrittenforelementarystudentsorstudentswithlessartexperience.
Seethesecondaryversionofthisunitwhichismoreappropriateforolderstudentsorstudentswithmoreartexperience.
Studentsvarygreatlyinmaturityandpriorexperience.Ofcourse,asyouplantoimplementspecificactivi-ties,youwillwanttomakeadjustmentstobestsuittheabilitiesandinterestsofyourstudents.
Visit the Tempe Center for the Arts.YouareencouragedtovisittheMastersofIllusionexhibition.Selectedworksfromtheexhibitionarereproducedinthe“NowYouTry”PowerPoint,whichyoucanuseifatriptotheTCAisnotpossible.
Estimated Time PreviewandLessonOne=90minutesLessonTwo=FieldTripLessonThree=135minutes
Objectives1. Studentsidentifycharacteristicsoftrompel’oeilimages.2. Studentsusevalue,lightsource,shadedareas,litareas,highlights,andshadowin
theirdrawings.
Arizona Visual Arts StandardsCREATE:Materials,ToolsandTechniquesPO101,201:Demonstratepurposefuluseofmaterials,toolsandtechniquesinhisorherownartwork.
RELATE:ArtworldsPO104:Identifyanddiscussmembersofthelocalartworldcommunity.
EVALUATE:Materials,ToolsandTechniquesPO001,101:Describethevisualeffectscreatedbyanartist’suseoftools,materialsandtechniques inartwork. PreparationPreview“TricksofPerfection”and“Howdidtheydothat?”PowerPointsunder“Resources.”
Usetheinternettolocatetwoworksofart,onetrompel’oeilandonenot,touseduringguidedpractice#1activityinthislesson.
ActivitiesUnitPreview:IntroducethelessonsofthisTricks of Perfectionunitbydiscussingitstwothemes.Introducethe theme in life(wealladmireextraordinaryskill)byaskingstudentstoidentifypeopletheyadmirewhohaveextraordinaryskillsandareasinwhichtheydemonstratethoseskills.Forexample,afamoussoccerplayerandtheteamforwhichheorsheplays;atalentedmusicianandthetypeofmusicheorshemakes;orafamilymemberwhohasdonesomethingextraordinary,etc.
Introduce the theme in art (someartistsaresoskillfultheycantricktheeye)byshowingsomefamousexamplesofartworkwithwhichyourstudentsarelikelytobefamiliar.Explainthatmanyartistsmakeartthatreferstoorrepresentssomethingoutsideitself.Forexample,VanGogh’spaintingsofsunflowersareNOTactualsunflowers,butarepresentationofsunflowersmadeonaflatsurface.However,VanGogh’ssunflowersarenotrealisticenoughtofoolaviewerintobelievingthattheyarereal.Someartistsdesiretotricktheeyeinaveryrealisticway;theseartistswanttomakeaudiencesbelievethattheirpainting,draw-ingorsculptureisactuallytherealobjectitself.Artworkthattrickstheviewerintobelievingthatitismadeofsomethingelseiscalledtrompe l’oeil.
®Masters of IllusIon
LessonOne:WelcometotheMagicShow
DefinitionsandExamples:Show“TricksofPerfection”PowerPointtointroduce:• Unitthemesandkeyquestions• Definitionoftrompel’oeil• Local,everydayexamplesoftrompel’oeil• Basicideasofwhatmakestrompel’oeileffectiveinfoolingtheeye• 3-Dtrompel’oeilartworks
GuidedPractice#1:Askstudentstodescribeanyotherexamplesoftrompel’oeiltheymayhaveseen.
Showstudentstwoexamplesofartworksyoulocatedusingtheinternet.Askstudentstoidentifywhichistrompel’oeilandwhichisnot.Askstudentstodescribecharacteristicsofeachimageinordertoexplaintheirchoice.
DefinitionsandExamples:Show“Howdidtheydothat?”PowerPointtointroduce:• Vocabularyterms:shape(twodimensional),form(threedimensional),value,light source,shadedarea,litarea,highlightandshadow.• Tipstomakingartworkthatfoolstheeyeincludingusingalightsourcetodeterminewhere
thedifferentvaluesshouldgo.• Demonstrationofhowtousevalueinacrayondrawinginordertomakeanobjectlook
three-dimensional.
GuidedPractice#2:Askstudentstousethe“BasicFormDrawing”Worksheettoaddvaluetoanumberofbasicshapes,therebycreatingdrawingsofforms.Ifdesired,providestudentswiththree-dimensionalsolidstolookatwhiledrawing.
TransferatTCA:ExplainthatwhenstudentsvisitMasters of Illusion at the Tempe Center for the Arts, theywillexaminetheartworkstolocatedifferentthree-dimensionalforms.Thestudentsthenwillcreatesketchesofspecificareasoftheartist’swork.
Extension IdeasUse“Questor’sQuestionsaboutRealisticArt”tobroadenstudents’thinkingabouttrompel’oeilandotherrealisticartworks.
Showstudentsfurtherexamplesoftrompel’oeilartworksbybrowsingthefollowingterms/artists’ontheinternet: SistineChapelDonaldClapperJohnHarberleWilliamHarnettKarenShapiroInternationalGuildofRealismPhotorealismTrompel’oeilUltra-RealisticArt
Askstudentstocreatea10-stepvaluechartthatstartswiththelightestvalue(white)andendswiththedarkestvaluetheycancreate(black)usingonlygraphite.
Askstudentstoexperimentusingcrayonsorcoloredpencilstocreatedifferentvaluesofonespecificcolor(forexampleaddingwhiteorblacktobluetocreatea10-stepvaluescale).
LanguageArtsAskstudentstomakestandardpapersizedpostersforvocabularyterms.Eachpostershouldcontaintheterm,itsdefinition,andadrawnofcollagedimagethatdemonstratesthemeaningoftheterm.Hangpost-ersthroughouttheroomtohelpstudentslearnvocabularyterms.
Vocabularytrompel’oeilshapeformvalueshaded area litareahighlightshadowlightsource
Assessment Checklists
Objectives:1. Studentsidentifycharacteristicsoftrompel’oeilimages.
Usethefollowingcriteriontoassessstudents’participationto“Howdidtheydothat?”PowerPoint:___StudentpointstocharacteristicsinPowerPointexamples.
2. Studentsusevalue,lightsource,shadedareas,litareas,highlightsandshadowin theirdrawings.
Usethefollowingchecklisttoassessthe“BasicFormDrawing”worksheet:___Student’sdrawingindicateslightsourcewithvisiblemarkonpaper.___Student’sdrawingincludesalitarea,shadedareas,highlightandshadows.___Student’sdrawinguseawiderangeofvalues.
ObjectiveStudentslocateandsketchcharacteristicfeaturesoftrompel’oeilworks.
Arizona Visual Arts StandardsEVALUATE:ElementsandPrinciplesPO001,101:Identifyelementorprincipleinanartworkthatsupportsitsmeaningand/orpurpose.
EVALUATE:Materials,ToolsandTechniquesPO001,101:Describethevisualeffectscreatedbyanartist’stools,materialsandtechniquesinawork.
PreparationRead“WatchMyHandsVeryClosely”worksheet(fourversions).Eachversionisidenticalinformat;how-ever,eachrequiresstudentstoviewfourdifferentartists’work.Distributeanevennumberofeachversiontostudentsinordertokeepcrowdsfrombuildingupinfrontofparticularworksofart.
ArrangementsforfieldtriptotheTCA
AdvancediscussionwithassignedTCAdocent,ifpossible.Providethedocentwithacopyof“WatchmyHandsVeryClosely”worksheetpriortoyourtrip,anddiscusstheextenttowhichstudentsmightcompleteanyoralloftheworksheetatthecenterorwhetheranyorallofthequestionsorideasmightbeaddressedduringtheirtour.
ActivitiesReviewandApplication:Distribute“WatchmyHandsVeryClosely”worksheettostudentsandaskthemtocompleteallfourquestionsaftertheirtourhasbeencompleted.IfcompletingthesketchesisnotpracticalorpossibleduringtheTCAvisit,usetheworksheettoguidestudentsinfocusedobservationascircum-stancespermit.Forexample,duringthetourstudentscouldlocateandlistareasthatshowexamplesofdifferentlevelsofvalueorshadedversusshadowareas.Then,youcouldleadstudentsinadiscussionofwhattheywroteontheirlistswhentheyassembleforortravelbacktoschool.
Takenotesonanynewinformationpresentedbythedocent,aswellasinterestingquestions,observationsorresponsesmadebyyourstudentsduringtheirtour.
Ifthecircumstancesofthevisitdonotallowstudentstocompletetheirworksheets,explainthatlater,inclass,youwillleadadiscussionofdiscoveriestheymadeaboutvalue,highlights,shadedarea,lightsourceandshadow.
Assessment ChecklistObjective:Studentslocateandsketchcharacteristicfeaturesoftrompel’oeilworks.
____Studentcompletesallfoursectionsof“WatchmyHandsVeryClosely”worksheet.____Studentsketchedareasofartworksshowingshadedareas,shadow,value,three dimensionalformsandlitareas.
®Masters of IllusIon
LessonTwo:Andthecurtaingoesup…
Objectives1. Studentscreateafinisheddrawingusingvalue,contrast,shadeandhighlights.2. Studentsarrangeobjectsinvariouswaysandchooseaninterestingcomposition.
Arizona Visual Arts StandardsCREATE:MeaningsofPurposesPO101,202:Selectandusesubjectmatterand/orsymbolsinhisorherownartwork.
CREATE:ElementsandPrinciplesPO001,101,201:Identify,selectanduseelementsandprinciplestoorganizethecompositioninhisorherownartwork.
CREATE:Materials,ToolsandTechniquesPO101,201:Demonstratepurposefuluseofmaterials,toolsandtechniquesinhisorherownartwork.
RELATE:ArtworldsPO104:Identifyanddiscussmembersofthelocalartworldcommunity.
EVALUATE:Materials,ToolsandTechniquesPO001,101:Describethevisualeffectscreatedbytheanartist’suseoftools,materialsandtechniquesinartwork.
PreparationDecidewhethertoreview“TricksofPerfection”or“Howdidtheydothat?”PowerPointpresentationswiththestudents.
Preview“NowYouTry”PowerPoint.
Decideifyouwillhavestudentsworkindividuallyorinsmallgroupstoarrangetheirdrawingsoffruitintofinalcompositionsfortheassignmentinthislesson.Eachstudentcandrawafewpiecesoffruitandthenarrangetheminterestinglyonaseparatesheetofpaperandgluethefruitinplaceforafinishedproduct.Orstudentscanalsoworkingroupstoarrangetheirdrawingsoffruittomakeafinishedproduct.
Resources and Supplies“NowYouTry”PowerPointLargevarietyofcrayonsAssortedcolorsofconstructionpaperScissorsGlueorgluesticksWhitedrawingpaperApplesorotherroundshinyfruitssuchasapples,oranges,grapefruit,grapes,tangerinesorpears.Onefruitforevery3-4students.Chooseavarietytomakefinisheddrawingsmoreinteresting.Orchoose magazinephotographsoffruit.
®Masters of IllusIon
LessonThree:TricksoftheTrade
ActivitiesDefinitionsandExamples:View“TricksoftheTrade”PowerPointto:• Reviewbasicconceptssuchastheuseofvalueandhowtocreateadrawingthatcreates
theillusionofthreedimensions.• Introduceandexplaintheuseofsubjectmatter.
Assignment:Askstudentstochooseapieceoffruitoranimageoffruitthattheywouldliketodraw.Then,usingtheskillstheyhavelearnedandpracticed,askthemtocreateafinisheddrawingusingcrayons.Askthemtocreatedrawingsthatshowawiderangeofvaluesinordertomakethedrawingslookasrealisticaspossible.
In-ProcessFeedback:Askpairsofstudentstoshoweachothertheirin-processdrawingandpropose alterationsinvalue,shape,litareas,shadedareas,highlightsandshadow. CompletionandExhibition:Whendrawingsarecomplete,askeachstudentcreateanametagforhisorherdrawing.Thenametagcouldincludethestudent’sname,thetitleoftheimageandhisorherclassorage.Displayimagestogetheronawallorflatsurface.Havestudentsdiscussthesuccessesandpossibleimprovementsoftheclass’sdrawings.
Assessment GuidesObjectives
1. Studentscreateafinisheddrawingusingvalue,shadedareas,litareasandhighlights.2. Studentsarrangeobjectsinvariouswaysandchooseaninterestingcomposition.
Fails to Meet Approaches Meets Exceeds Expectations Expectations Expectations Expectations
Value No value is Drawing has a Drawing has a Drawing has shown. minimal range moderate range a wide range of value. of values. of values.
Lit/Shaded No shaded/lit Drawing Drawing has a Drawing hasAreas areas are has minimal moderate number shaded/lit areas shown. shaded/lit areas. of shaded/lit in all appropriate areas. areas.
Highlights No highlights Drawing has a Drawing has an Drawing has have been highlight if appropriate highlights in all added. appropriate. number of appropriate highlights. areas.
Composition Composition Composition Arrangement of Composition has Includes only includes several objects in strong visual one object. objects. composition has interest. some visual interest.
Name: ______________________________________________ Date: ________________________________
Basic Form DrawingUseacrayontoaddvalue to these shapes and turn them into forms.Don’tforgettoaddyourlight source, lit area, shaded area, highlight and shadow.
What can I See? Whatlitareas,shadedareas,highlights,andshadowsdoIsee? WhatelsedoIsee?
What else can I learn? WhatbackgroundinformationwouldIliketoknowabouttheartist? Dateofbirth? Wheres/helives? Howorfromwhoms/helearnedtomakerealisticart?
What does it mean? HowdoIrespondtorealisticartworks? AmIcurious,amazed,amused? DoIthinkaboutthesubjectmatteroftheworkinanewway? DoIseeamessageinthework?
How does it compare?Throughthecenturiesandacrosstheworldartistshavemadeartworksinawidevarietyofstyles.
Comparerealisticartworkswithotherartworksyouhaveseen,forexampleartworksthatsimplifyordistorttheirsubjectmatterorartworksthathavenosubjectmatteratall.
HowcanIexplainthefactthatsomeartistswanttocreaterealisticillusionsandothersclearlydonot?
Questor’s Questions about Realistic Artwork
Name: ______________________________________________ Date: ________________________________
Watch My Hands Very Closely (#1 Elementary)
Findartworksbyeachofthefollowingfourartists.Lookattheartworkandsketchtheareasoftheartworksshowingatrompel’oeileffectthathelpstheartisttomakeanobjectlookmorerealistic.
1. Ellen Murray Meissinger Whereisathree-dimensionalform?
2. Donald Clapper Whereisashadedarea?
3. Ellen Wagener Whereisaverydarkvalue?
4.Tom EckertWhereisthebiggestshadow?
Name: ______________________________________________ Date: ________________________________
Watch My Hands Very Closely (#2 Elementary)
Findartworksbyeachofthefollowingfourartists.Lookattheartworkandsketchtheareasoftheartworksshowingatrompel’oeileffectthathelpstheartisttomakeanobjectlookmorerealistic.
1. Larry Charles Whereisalitarea?
2. Billie Jo Harned Whereareacaststhebiggestshadow?
3. Donald Clapper Whereisathree-dimensionalform?
4. Cynthia Peterson Whereisaverylightarea?
Name: ______________________________________________ Date: ________________________________
Watch My Hands Very Closely (#3 Elementary)
Findartworksbyeachofthefollowingfourartists.Lookattheartworkandsketchtheareasoftheartworksshowingatrompel’oeileffectthathelpstheartisttomakeanobjectlookmorerealistic.
1. Craig Cheply Whereisamiddlevalue?
2. Patrick Bailey Whereisaverydarkarea?
3. Lorena Kloosterboer Whereisaverylightvalue?
4. Robert PetersonWhereisathree-dimensionalform?
Name: ______________________________________________ Date: ________________________________
Watch My Hands Very Closely (#4 Elementary)
Findartworksbyeachofthefollowingfourartists.Lookattheartworkandsketchtheareasoftheartworksshowingatrompel’oeileffectthathelpstheartisttomakeanobjectlookmorerealistic.
1. John Schieffer Whereisaverydarkvalue?
2. Clinton Hobart Whatcaststhebiggestshadow?
3. Jane Jones Whereisathree-dimensionalform?
4.Anna YoungersWhereisanareashaded?
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