This username and password
combination was not found.

Please try again.

Hotchalk Global

view a plan

Vasarely and Op Art




4, 5, 6  

Title – Vasarely and Op Art
By – Stephanie Slatner
Primary Subject – Art
Grade: 4-6
Number of Students: 25



  • 4.5 The student will identify and use variety, repetition, and unity in a work of art.
  • 4.6 The student will identify and use a variety of lines in a work of art.

Discipline Area: Art Production

Concept/Goal: Repetition can create unity within a work of art.

Structure of Knowledge:

  • Cognitive: The student will identify the art Victor Vasarely and be able to describe Op Art.
  • Affective: The student can explain the illusion of Optical Art and can express their feelings about this effectiveness of the idea.
  • Psychomotor: The student will successfully create an Optical Illusion artwork and understand how it works.


The student will create a pattern, that when copied will repeat and create an optical illusion.

Tools; Special Equipment; Supplies:

  • White Paper cut into 4×5 inch rectangles
  • Glue
  • Black marker
  • Straight edge
  • Pencil


  • Optical Illusion
  • Repetition
  • Unity
  • Variety
  • Perception
  • Nonrepresentational

Lesson Design:

  • Anticipatory Set/Motivation:
    Talk about Vasarely and Op Art. Discuss how even though your mind wants to believe that some of the squares are closer and some farther away; the real difference is just from variation of size.
  • Modeling/Demonstration:
    Show the students how it is very important that the sides match up and that making them a little simpler won’t affect the overall design. Use the center for most of the emphasis. Using straight lines and geometric shapes on the edges will also make it easier, saving the organic shapes for the center.
  • Checks for Understanding:
    How can we plan for them to match up with the other side? What are we going to do first? How can we use a variety of lines to create an optical illusion?

Guided Practice/Independent Practice:

  • Students will start with pencil and work out their design.
  • When they feel confident on their image they will raise their hands and I will check to make sure the design will work.
  • Then they can trace over their pencil lines with the black marker.
  • During the time between the two classes, I will make copies of each students design 3 times.
  • When in class for the next period, they will cut their copies, paste them on a backing, and cut a matte to go around their work. Their design when pasted together should make a continuous design, so the two sides have to match up!


Collection of markers and pencils, collection of straight edges and collection of paper. Collection of glue at second lesson


We will discuss what it would be like to make this type of art in such a large scale as Vasarely and how long that would take!

Time Flow: 45 Minutes Total

Motivation 6 minutes
Demonstration 4 minutes
Check for Understanding 3 minutes
Artistic Activity 25 minutes
Cleanup 3 minutes
Closure, Summation 4 minutes


Time Flow (Second Day): 45 Minutes Total

Motivation 3 minutes
Demonstration 7 minutes
Check for Understanding 4 minutes
Artistic Activity 17 minutes
Cleanup 4 minutes
Closure, Summation 10 minutes


Back-up Lesson:

Have students create an optical illusion artwork using a grid, varying the width between the lines.

E-Mail Stephanie Slatner!

Print Friendly, PDF & Email