Q2W16-21 Dec2-Jan24 1st

TeacherLinda Brush
Subject AreaElementary Art
Grade Level1
Week #16-21
Unit of InstructionVasarely Zebra;Line, Shape, Collage, Artist Study, Op Art
Standard(s) Taught


  • I can see how classmates solve artistic problems.  VA.1.F.1.2
  • I can follow the teacher’s directions to create art projects.  VA.1.F.3.2
  • I can explain how art is made.  VA.1.O.1.1
  • I can describe the steps used to make art.  VA.1.S.2.2
  • I can use my art skills to make 2-D and 3-D art.  VA.1.S.3.1
  • I can identify connections between art and other school subjects.  VA.1.H.3.1
  • I can find vocabulary words that are used in art and in other ways.  VA.1.C.3.1

Learning Targets and Learning Criteria
  • Today I will learn about artist VICTOR VASARELY, so that I CAN make a ZEBRA inspired by his art.
  • Today I will learn about REPETITION, so that I CAN paint zebra STRIPES and use repeating lines for my OP ART background.
  •  Today I will learn about GEOMETRIC SHAPES, so that I CAN draw, cut and arrange my triangles to make a zebra.
Classroom Activities

One of the most important artists of the Op Art
Movement is Victor Vasarely and one of his most
famous artworks is Zebra (pictured below). This playful
zebra project is inspired by that famous Op Art artwork.
The lines in Vasarely’s zebras run together and curve to
form the illusion of space and form. The shapes that
make up the zebras look like they were cut out and
pieced back together.

Students will observe an image of Vasarely’s Zebra as well as a
close up of zebra print and notice how a zebra’s
stripes are sometimes thick and sometimes thin.
Sometimes the stripes curve and run into each
Students will learn how a line can change thickness based
on brush pressure. When the brush is on its tip, it
creates a thin line, and when it is pushed and on
its side it creates a thick line.

Using a chalk pastel, students will  draw horizontal lines
across the page. When you touch the edge of the circle, curve
the line (like a rainbow) until you touch the opposite side of the
circle. Finish the line horizontally to the edge of the paper. This
gives the illusion that the circle is a sphere, bulging off of the
paper. They will finish by smudging the chalk at the edge
of the circle to further emphasis the illusion of form.

Students will cut their paper into geometric shapes and glue them together to create the zebra, forming a collage. 

Assignments Due
Additional Resources