Perspective

The students will:

• Understand the connection between geometry and perspective drawing and how that connection can be seen in daily life.
• Analyze the visual techniques that make 2-D artworks appear 3-D.
• Observe and demonstrate understanding of one-, two-, and three-point perspectives.
• Create a drawing demonstrating three-point perspective.
• Examine works of art by organizing images with art elements and principles.
• Evaluate works of art based on perspective techniques, effective use of art elements and principles, fulfillment of assignment, impact of design, expressive qualities, and aesthetic significance.

The lesson is more meaningful because the students will be connecting it to a social issue they care about and they have autonomy over which way they’re going to show perspective. Students have the ability to go in many different directions with the social issue prompt, yet they’re all showing understanding of perspective. The engagement is much higher than if the teacher just says, “Everyone, we’re going to draw a city street in one-point perspective,” as everything starts to look like the same end product. In a UDL art classroom, the end products should meet the same goal, but they’re not all looking identical. They are very unique and individual, but you can see that in all of this work, linear and atmospheric perspective is being taught.

Pre Assessment

• Prior to class, display artworks that are examples of atmospheric and linear perspective from the Renaissance to the present, including landscape paintings, drawings of architecture, paintings of interior spaces, cityscape paintings, photographs, and illustrations. Display examples with centered and off-center vanishing points to illustrate how the movement, balance and focus of an artwork can be affected by the location of the vanishing point. Display a few works that are examples of shallow space in which the artist was not concerned with realistically depicting the natural world. Label each reproduction with the artist’s name, title, date and size in bold and large print. As a class, discuss what perspective is and discuss the different ways in which depth is created in a picture.

• Students will take a Perspective Drawing Pre-Assessment Quiz. Questions will be given to the class directly after the quiz is taken and then reviewed again through the Perspective PowerPoint presentation.  
  • Some students will have taken Art classes in Middle School/Junior High in which perspective is often taught. It is anticipated that there will be students that struggle with perspective while others find it fairly easy and it is a review concept for them.

Formative Assessment

• Drawing color coded lines on images to show understanding of perspective vocabulary.
• One and two point perspective box drawings.
• Fence showing scale/size in one point perspective.
• Social Issue Sketch Page with conferences (peer and teacher).

Summative Assessment

• Completed perspective drawing.
• Ping pong ball classroom critique.
• Social Issue/Idea Clarity critique.
• Peer grading rubric.
• Self-evaluation.

Remediation Activities

These activities will need to be done with students, preferably during a study session or homeroom/enrichment time (varies upon individual school schedules)

• Quia Hangman Game to re-teach vocabulary words associated with the Perspective lesson.
  • http://www.quia.com/hm/797657.html 
• City Drawing Re-Teach Tutorial.
• Angles of Interior of Room Fix Re-Teach (when given room with half in correct perspective and half in incorrect perspective).

Enrichment Activities

To be done in class if student finishes early on project

Student Directions- (example pictured below) www.sketchup.com (Google Sketch Up)

• Using Google Sketchup you will create your own design from scratch, choosing from the following options:
  • 3D model of our school.
  • 3D model of your home exterior (complete with landscaping).
  • 3D model of your dream home or famous building (complete with landscaping).
  • Interior floor plan of a dream home, their home (complete with furnishings).
  • 3D model of a famous bridge or landmark.
  • Related project that is pre-approved.
• Google has a number of video tutorials available at http://sketchup.google.com/training/videos.html. YouTube is also a great source.
• Please turn in 3 different views of your model. You will be graded (extra credit) according to the rubric below. 

To get an A, your model will:

1. Have many different shapes used to create the design.
2. Be highly detailed.
3. Have high quality landscaping or furnishings.
4. Look like a real-life representation.
5. Have all shapes with appropriate textures.
6. Be strongly creative.
7. Overall, have a high quality design.

Connection Across the Curriculum (if applicable)

Math in Art.

Perspective Drawing is an application of geometry that artists use to organize the arrangement of space in a picture. For many centuries, artists have been inspired by the visual beauty and order that exists in geometry and they have used it in many ways to help the composition of their art. There is no greater or more obvious example of this than Leonardo Da Vinci’s Last Supper.  Da Vinci uses the geometry of perspective to make Christ the unmistakable focal point of the painting.

Supplies/Materials Needed

• White Paper

• Pencils

• Peer Grading Rubric

• Self Reflection Handout

• Perspective Packet

• Promethean Board

• Rulers

• Perspective Drawing Pre-Assessment Quiz
• City Drawing Reteach Tutorial
• Quia Re-Teach Vocabulary Link
• Google Sketch-up Link
• 1-, 2-, and 3-point Perspective Video
• Pre-Assessment Visual Examples (see below)
• Defining Space and the Picture Plane PowerPoint
• Social Issue Prompt Slides
• Social Issue Sketch Page
• Perspective Critique Ping Pong Ball Questions

Artworks related to the lesson (in chronological order)

• The Feeding of the Five Thousand (circa 1220, From a prayer book).
• The Arnolfini Marriage, Jan van Eyck (1434).
• The Perspective of the Vault with Figures, Antonio Pisanello (1395 – 1455).
• The School of Athens, Raphael Sanzio (1483 – 1520).
• The Last Supper, Leonardo Da Vinci (1495 – 98).
• Cardinal Albrecht of Brandenburg, Lucas Cranach the Elder (1526).
• Portrait of Jane Seymour, Hans Holbein the Younger (1536).
• As the Old Sing, So Pipe the Young (The Christening), Jan Steen (circa 1660).
• Avenue at Middelharnis, Meyndert Hobbema (1689).
• The Sunday Afternoon on the Island of Grande Jatte, George Seurat (1884 – 1886).
• Ohio River Near Marietta, Henry Cheever Pratt (1855).
• Lotus Lilies, Charles Courtney Curran (1888).
• The Scream, Edvard Munch (1893).
• Luxembourg, Fontaine Corpeaux, Eugene Aget (1901 –1902).
• The Steerage, Alfred Stieglitz (1907).
• Street Light, Giacomo Balla (1909).
• The Mystery and the Melancholy, Giorgio De Chirco (1914).
• Safety Valve, Charles Burchfield (1921).
• Chop Suey, Edward Hopper (1929).
• The Birthplace of Herbert Hoover, Grant Wood (1931).
• The Janitor Who Paints, Palmer Hayden (1937).
• Brandywine Landscape, William Sommer (1938).
• Nighthawks, Edward Hopper (1942).
• Good Crop, Clarence Holbrook (1942).
• The Field-Glass, Rene` Margritte (1963).
• The Library, Jacob Lawerence (1960).
• Spring Way, Romare Bearden (1964).
• A Bigger Splash, David Hockney (1967).
• Bus Reflections (Ansonia), Richard Estes (1972).
• Land of Lincoln, Roger Brown (1978).
• Pearblossom Highway, David Hockney (1986).
• Reminiscing about Jackie Robinson, Willie Birch (1987).
• Late October, Paul Patton (1992).

Day 1

• Prior to class, the teachers should display artworks that are examples of atmospheric and linear perspective from the Renaissance to the present, including landscape paintings, drawings of architecture, paintings of interior spaces, cityscape paintings, photographs, and illustrations. Display examples with centered and off-center vanishing points to illustrate how the movement, balance, and focus of an artwork can be affected by the location of the vanishing point. Display a few works that are examples of shallow space in which the artist was not concerned with realistically depicting the natural world. Label each reproduction with the artist’s name, title, date and size in bold and large print. As a class, discuss what perspective is and discuss the different ways in which depth is created in a picture. (15 minutes)
• Students will take a Perspective Drawing Pre-Assessment Quiz. Questions will be given to the class directly after the quiz is taken and then reviewed again through the Introduction to Perspective Slides presentation. (20 minutes)
• Watch a short video on different types of perspective (1-, 2-, 3-point perspective). (5 minutes)
• As various images are shown on the Promethean Board, students are called up to the Promethean Board to draw color coded lines on the images to show an understanding of perspective vocabulary (horizon line, vanishing point, orthogonal lines, vertical lines). (15 minutes)
• Students practice drawing boxes in both one point and two point perspective (at eye level, above eye level, and below eye level). (35 minutes)

Day 2

• Students practice one point perspective drawing by drawing a fence in one point perspective.  Teacher should point out references to size/scale as the fence moves back in the picture plane. (35 minutes)
• RETEACH: As the teacher notices mistakes on the student’s papers, it is expected that the teacher will make the corrections on the page and re-teach the concept to each individual student before the student moves on to the next task. If after re-teaching it is clear that the student is still struggling, offer one-on-one help through remediation activities to determine exactly where their struggle is.
• Discuss atmospheric perspective (key points: as things move farther back, they get lighter, are less to true/natural colors, are smaller, and less detailed). (10 minutes)
• Have students collect three images from magazines that demonstrate atmospheric perspective and defend their choices in a side by side format on Google Slides. (25 minutes)
• Discuss social issues through Social Issue Prompt Slides. Explain to students that they are going to be working on a project that combines their knowledge of linear and atmospheric perspective with a social issue that they care about. Have them research and choose a social issue that they’re interested in learning more about. (35 minutes)

Day 3

• Explain to students that they will be creating a drawing, using one or two point perspective, that shows a solution to the social issue/problem they chose last class period. (5 minutes)
• Students complete the Social Issues Sketch Page to identify the social issue that they want to link their perspective project with. (35 minutes)
  • If students are struggling, it is appropriate for the teacher to provide some verbal prompts or questions to help guide the students in coming up with an idea.
• Peer conferences to determine how clear students’ ideas/sketches are. (10 minutes)
• Revise/re-do of sketches based upon peer feedback. (20 minutes)
• Teacher/student conferences over ideas/sketches. (20 minutes)

Day 4-6

• Students are to complete the linear perspective/social issue drawing. (90 minutes on each day)

Day 7

• Pass out critique question sheet. (2 minutes)
• Students will hang their finished perspective drawing on the critique board. The first half of the critique will solely cover their technical abilities with linear perspective. Students will be chosen at random by the teacher to speak during the critique. The student will be prompted to pick a peer’s artwork to speak about and will then be asked to pick a ping pong ball out of a container. The number on their ball will directly correlate to a question on a sheet that was passed out at the beginning of class. The student will be prompted to answer the question over the piece they chose.  Each student in the class will be called on at least once. (30 minutes)
  • For an accommodation for this activity, it is possible to have 2 containers to draw questions out of, separating the questions by level or by complexity.  
• The class will then have a discussion over the social issues/solutions represented in each drawing.  (30 minutes)

Students will then complete a self-reflection paper on their perspective drawing. (28 minutes)

IDOE Visual Arts Standards:

• HS Proficient VA:Cr1.1.Ia – Use multiple approaches to begin creative endeavors.
• HS Proficient VA:Cr2.1.Ia – Engage in making a work of art or design without having a preconceived plan.
• HS Proficient VA:Cr3.1.Ia – Apply relevant criteria from traditional and/or contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
• HS Proficient VA:Re.7.1.Ia – Hypothesize ways in which art influences perception and understanding of human experiences.
• HS Proficient VA:Re.7.2.Ia – Analyze how one’s understanding of the world is affected by experiencing visual imagery.