A Perspective on line

A Perspective on line

1-2-3 point perspective

Big Idea:

To gain control of different points of perspective and its relation to ones artwork.

Description of Setting:

High School Art Classroom, 30+ students, 9 tables, 35 chairs, 2 sinks, projector

Public School, Fall Semester, 1st Quarter

45 minute class periods

Art History:

Artists that use perspective in their art work: Vincent Van Gogh, Leonardo Davinci, Thomas Hart Benton

Throughout arts history perspective has been used to convey space and make things on a 2D plain look more 3 Dimensional.

Goal and Outcomes:

Students will use line and space to express themselves

Students will use different forms of perspective to create depth and space

Students will understand how to make objects appear to be 2 or 3 dimensional

Students will create three final designs focusing on one, two, and three point perspective

Students will write an artist statement explaining what they did and why they did it.

Students can make common relations between line in design and in art.

Students will be able to connect what they see to artists, architecture, and design.

Students will be able to relate the common words associated to each assignment to different elements of design.

Students will write a artist statement explaining their artwork and the idea behind their final project.

Positive Critique will be had at end of project.

Discussion pertaining to the silhouette project in class. Is it art? How did it make you feel? Does this give you opportunities to express yourselves in other ways?


3d design module, cube, perspective examples to draw

Pencils, pens, charcoal, conte, graphite pencil, eraser- practice paper for study (newsprint blocks),  12 x 16 final sheets for lesson one through three diagrams. Paper should be clean and precise only markings represent the artwork and gestural drawings of the students on perspective.

Projector and images of artists, architects interior designer.

Management Procedure:

Students will arrive on time and take there seats for attendance. Students will stay attentive and quiet while working.Students will not text on cell phones. Students will raise hand with questions. Students will respect one another and the work that is being created. Students will give positive feed back.

Instructional Process:

Students will walk into class and take their seats. A simple very large cube is placed in front of the class. Paper and pencils have already been procured and drawing will commence immediately. The students will have three 5 minute windows to draw the cube in three different ways. Each time 5 minutes is up the cube will change position.

Discussion will commence after the 15 minute drawing session. We will focus the discussion on areas of trouble the students had drawing the cube. Then we will begin discussing ways to fix the problem to make the drawings more accurate. We will begin to discuss perspective.

Students with then learn the rules of one, two, and three point perspective relative to the artwork that has been projected and repeated on the projector. Examples of artists, architects, and interior designers will progress through ideologies of line and its ability to create space and form through perspective.

Students will be able to see the uses of line in everyday society. They will focus their eyes and try to pick out the differences in the images and ascertain the proper term for each image.

Once they have progressed and as a group found focus on the variety of perspective they will have the ability to begin their first assignment of three.

The first assignment will be on newsprint and will focus on proper dimension in line. Using a ruler they will create a horizon line and add one point of perspective where they will then begin to create different cubes on, above, and below the horizon line at different angles determined by the placement of the cube on the page.

Once they have properly showed the teacher correct control of line and us of one point perspective with clear sharp edges created by the ruler. They will move on to creating a realistic hallway using one point perspective.

The second assignment will focus on a horizon line with two point perspective. Just as they created the cubes with the first assignment they will advance the same technique to practice two point perspective. Again the teacher will see them pass this problem and then allow them to create an interior and exterior design of their choice using two point perspective.

The third assignment creates three point perspective utilizing a horizon line with a view above or below the horizon line as the third point. This creates either a view as if you were looking either down or up at something. Once the students find control over this third problem they will be given the option to create a work of art using any or all version of perspective. The artwork must have a meaning or purpose and be relative to the ideas taught in class.

At the end of each class period students will be given the opportunity with ten minutes to spare to walk the classroom and view others works of art as well as clean up for the day. This give ample time for each student to discuss examples of their artwork in class and refer to the teacher with any questions regarding the assignment that one or all may not understand.

Students will have the opportunity to pick an artist discussed to start there paper. This paper will help create an art history book and test material at the end of the year.

As the time nears end, the students will put away all material and find their table and wait for the bell patiently.

Student will leave the classroom courteous of one another.

Screen Shot 2014-08-10 at 10.52.28 PM Screen Shot 2014-08-10 at 10.51.37 PM Screen Shot 2014-08-10 at 10.51.30 PM Screen Shot 2014-08-10 at 10.51.46 PM Screen Shot 2014-08-10 at 10.52.22 PM