Perspective Lesson Plan

Andrea Fertgus Lesson Title: 1, 2, and 3 Point Perspective Grade Level: Drawing/Art II 1. Overview: I chose this lesson because it provides students the opportunity to develop the basic drawing knowledge and understanding of perspective. The students will be introduced to one, two, and three point perspective and learn the characteristics of each type of perspective. This technique is the foundation for realistic drawing and drafting. It is used across many professional careers too. The students will have a chance to practice their skills using a worksheet in which they draw perspective boxes within a circle. This exercise will increase their understanding of perspective so they can apply it to their perspective project.

The students will have the choice of drawing their final project in one, two, or three point perspective. Once they have chosen which perspective they want to draw in, they will apply the skills they have developed on their Circle Worksheet to their final project. The students will draw as intricately as they wish various size boxes, some with overlap some not (imagine a 3-dimensional Tetris).

After they have completed the drawing they will add appropriate shading to their drawing. They can choose pencil or colored pencil for shading. The students will be introduced to light, and how it affects shades. They will apply this knowledge to their drawing, adding three tones of shading: light, light gray, dark gray, and black.

2. Objectives: The student will be able to…

Knowledge: 1. Distinguish the changes in value from the effect of one light source on the drawing.

Skill: 2. Show an understanding of 1, 2, and 3 point perspective by completing the 3 Perspective Circle Practice Worksheets.

3. Illustrate a final perspective drawing accurately in the student’s choice of 1, 2, or 3 point perspective.

4. Construct 4 levels of shading in their perspective drawing in respect to the student’s chosen direction of light.

Value: 5. Practice excellent craftsmanship by cleaning up any inconsistencies in their final artwork.

Ohio Department of Education Standards: •

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Standard 3: Critical and Creative Thinking – Students coordinate artistic processes to imagine, create, realize and refine ideas in both conventional and innovative ways. o Benchmark C: Address and communicate complex visual and conceptual ideas using a range of artistic media and technical skill including new technologies. o Benchmark G: Demonstrate flexibility and ability to adapt to change when creating in a variety of artistic contexts and environments. o Benchmark H: Demonstrate motivation, self-direction and reflective habits, while independently managing goals and time.  Indicator 1PR: Demonstrate proficient technical skills and craftsmanship with various art media when creating images from observation, memory or imagination.  Indicator 3PR: Solve visual art problems that demonstrate skill, imagination and observation  Indicator 4PR: Prepare artworks for display that demonstrate high levels of craftsmanship.

Andrea Fertgus 3. Vocabulary: • • • • • • • • • • •

1 Point Perspective 2 Point Perspective 3 Point Perspective Direction of Light Shading Reflected Light Distort Vanishing point Horizon line Horizontal Vertical

4. Materials: • (27) Illustration board (8x10) • (27) Drawing Pencil Set of 4 (2H, HB, 3B, 6B) • (27) Rulers • (27) Erasers • Colored Pencils (optional) 5. Prep/Set-up/Safety: 1. Have overhead projector ready with connection to computer.

2. Have worksheets printed for class.

3. Group tables in sets of 4 students per table 4. Have materials set up at a table for students to get when they are ready.

5. Have two samples of final projects available.

6. Have rubric printed for students before they begin so they know what they will be graded on.

7. Remind students of procedures and classroom rules to make the classroom rule smoothly and affectively.

6. Teaching Activities: 1. Introduction – ask students, “What is perspective?” Assess students’ prior knowledge of perspective. Ask students, “What is one-point perspective?” “Two-point?” and “Three-point?”

2. Ask students, “Where do we see perspective in our everyday lives?”

3. Ask students, “What type of professionals use perspective?”

4. Show students web sites of examples of one, two, and three point perspective. Point out where the vanishing points are. Ask students to point out where vanishing points are too.

5. Show M. C. Escher images. Point out where the vanishing points are, and show students how Escher distorted perspective and also applied perspective to realistic and abstract objects. Ask students to identify what type of perspective Escher is using in various examples.

6. Introduce Perspective Circle Worksheet to students.

7. Read instructions as a class for each.

8. One-point perspective: If you hold a box in front of you it is in one point perspective. This means all lines appear to converge at one point on the horizon. (Draw a one-point box on the board).

9. Two-point perspective: Turn the box so that you are looking at the edge of the box. The two sides appear to converge in opposite directions, or to two points on the horizon. (Draw a two-point box on the board).

10. Three-point perspective: Look down on or up at the box now. The lines appear to converge at three different points.

(Draw a three-point box on the board).

11. Have students start with Two-Point perspective, then One-Point, then finish with Three-Point worksheet.

12. Demonstrate to the class how to draw in the first box for each worksheet.

13. Tell students, “The horizontal line represents the horizon line.” Ask students, “Who can tell me what the horizon

Andrea Fertgus line is?”

14. Tell students the purpose of the circle. “Whenever you draw things in perspective, you will find it helpful to imagine a circle, and to draw within the circle. If you draw things outside this circle they appear distorted and don’t seem real.”

15. Demonstrate a distorted box outside the circle to explain.

16. Tell students some of the common errors when drawing boxes in perspective: “Vanishing points should appear behind the box. Parallel lines should go to the same vanishing point. Vertical lines should be vertical, never slanted.

Horizon line always is horizontal.”

17. Have students begin two-point worksheet.

18. Have students begin one-point worksheet.

19. Have students begin three-point worksheet.

20. Have students choose which perspective they feel most comfortable with to use for their final drawing project.

21. When students have completed the 3 worksheets, have them individually get the materials to begin the final drawing.

22. Assist with drawing in the vanishing points.

23. They may tape their drawings down to a large piece of scrap paper to extend their vanishing points off the page and to help when drawing.

24. The students will be drawing various size boxes in a well thought out composition similar to a 3-d version of Tetris.

(Long boxes, short boxes, hollow boxes, solid boxes, intersecting boxes, overlapping boxes, etc.)

25. Once the majority of the students are almost through the line drawing, introduce shading.

26. “We are going to add shading to our drawings from one direct light source. You can choose to stay with pencil, or choose colored pencil.”

27. Explain to students, “We see everything because of a light source reflects off the surface of something. In this case we are using one imaginary ray of light reflecting off of multiple boxes.”

28. “The light produces various tones on the surface of something. The closer to the direct light an object is the light the tone; the farther from the light an object is, the darker it is.”

29. Ask students, “If my light source is coming from the top, what would my lightest and darkest areas be?”

30. Ask students, “If my light source is coming from the left, what would my lightest and darkest areas be?”

31. To simplify this idea I want you to use just 4 shades: light, light gray, dark gray, and black. If you are using colors, apply this concept to colors.

32. You can apply shading in many ways to incorporate a type of style to a drawing: solid shading, dots, and lines, cross hatching.

33. Tell the students, “Once you have your drawings completed, you can begin shading them in.”

34. “If you want to practice first on your worksheets you can do so.”

35. Walk the room continuously to observe the progress students are making and call students’ attention to areas that are inaccurate and ask them what needs corrected.

36. Challenge students who are grasping the concept to add realistic or abstract elements like Escher does, and see how those objects relate to the space and perspective.

37. Remind students to refer to the rubric while they are working to make sure their project aligns to the objectives of the project.

38. At the end of the project students will display their work for a critique where they can explain the challenges, their likes and dislikes, etc. Have students point out where the vanishing points are in each others work.

39. Students will turn in their final drawings for grading.

7. Formal Assessment/Evaluation of Objectives: • The student’s final drawing will be evaluated using the provided rubric at the beginning of the lesson.

8. Extensions/Curricular Connections: • Students can add realistic or abstract elements within their perspective drawing.

• Students can practice the various types of perspective in Adobe Illustrator to render an object.

9. Resources:

Andrea Fertgus • Book: Hanks, K., & Belliston, L. (1990). Rapid viz: A new method for the rapid visualization of ideas. Menlo Park, CA: Crisp Publications, Inc. • Web Sites: One Point Perspective: http://www.boostinspiration.com/photography/one-point-perspective-black-and-whitephotography/ Two Point Perspective: http://www.flickr.com/groups/1261090@N24/ Three Point Perspective: http://www.flickr.com/search/?q=3+point+perspective&f=hp M.C. Escher: http://www.google.com/search?q=m.+c.+escher+perspective&hl=en&rls=com.microsoft:en-us:IESearchBox&prmd=imvnso&tbm=isch&tbo=u&source=univ&sa=X&ei=6_4_T4LcNYH1ggf32YGGCA&ved=0CC kQsAQ&biw=1024&bih=571 • Projector and Computer: to show websites and images

Andrea Fertgus

Criteria

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Completed Perspective in a Circle Worksheets (1,2,3) accurately.

Completed Perspective in a Circle Worksheets (1,2,3) accurately.

Completed 2 of 3 Perspective in a Circle Worksheets (1,2,3) accurately.

Completed 1 of 3 Perspective in a Circle Worksheets (1,2,3) accurately.

Completed 0 of 3 Perspective in a Circle Worksheets (1,2,3) accurately.

Chosen final perspective drawing is accurate in respect to the vanishing points.

Chosen final perspective drawing is accurate in respect to the vanishing points.

Chosen final perspective drawing has 1-2 inaccuracies in respect to the vanishing points.

Chosen final perspective drawing has 3-4 inaccuracies in respect to the vanishing points.

Chosen final perspective drawing has more than 4 inaccuracies in respect to the vanishing point.

Shading shows one clear light source.

Shading shows one clear light source.

Shading has 1-2 inaccurate areas in respect to the light source.

Shading has 3-4 inaccurate areas in respect to the light source.

Shading has more than 4 inaccurate areas in respect to the light source.

Shading shows 4 distinct levels of shadow: light, light gray, dark gray, and black.

Shading shows 4 distinct levels of shadow: light, light gray, dark gray, and black.

Shading shows only 3 levels of shadow.

Shading shows only 2 levels of shadow.

There is no shading evident in drawing.

Final artwork has excellent craftsmanship; no pencil smudges, white space is white, and shading is clean.

Final artwork has excellent craftsmanship; no pencil smudges, white space is white, and shading is clean.

Final artwork has a 1-2 instances of improper craftsmanship.

Final artwork has a 3-4 instances of improper craftsmanship.

Final artwork has more than 4 instances of improper craftsmanship.

Name: ____________________________________

Points: ___________________

Andrea Fertgus Name: ____________________________________________________ Drawing in One-Point Perspective There are 3 kinds of lines in one-point perspective (vertical, horizontal, and perspective lines). Draw the boxes as though they were transparent so you can see the hidden sides and corners. Erase those lines once you have everything drawn in correctly, leaving a solid box.

Instructions: ďƒź Draw 3 boxes anywhere within the circle using the one point. ďƒź Draw 2 boxes that sit in front of or behind the other boxes using the one point.

Andrea Fertgus Name: ____________________________________________________ Drawing in Two-Point Perspective Two-point perspective is the easiest of all perspective drawings for most. There are only two kinds of lines in two-point perspective: (perspective lines or vertical lines). Draw the boxes as though they were transparent so you can see the hidden sides and corners. Erase those lines once you have everything drawn in correctly, leaving a solid box.

Instructions: ďƒź Draw 3 boxes anywhere within the circle using the 2 points. ďƒź Draw 2 boxes that sit in front of or behind the other boxes using the 2 points.

Andrea Fertgus Name: ____________________________________________________ Drawing in Three-Point Perspective There is only one kind of line in three-point perspective: (perspective lines). Draw the boxes as though they were transparent so you can see the hidden sides and corners. Erase those lines once you have everything drawn in correctly, leaving a solid box.

Instructions: ďƒź Draw 3 boxes anywhere within the circle using the 3 points. ďƒź Draw 2 boxes that sit in front of or behind the other boxes using the 3 points.