Title – One,Two-Point Perspective ― Your Dream City‖
Primary Subject – Art
Secondary Subjects – Math
Grade Level – 7,8
Artistic Concept Statement — The student will identify the components of an artist’s
style, including materials, design, methods, and subject matter and design a city.
Vocabulary:
Horizon Line — The apparent intersection of the earth and sky as seen by an
observer
Vanishing Point — The point in linear perspective at which all imaginary lines of
perspective converge. The point at which parallel lines receding from an observer
seem to converge. The point at which a thing disappears or ceases to exist.
Convergence or Orthogonal Lines — The lines that make up the sides of an
object in a perspective drawing that relate directly back to the vanishing point.
Horizontal — Parallel to or in the plane of the horizon.
Vertical — Being or situated at right angles to the horizon; upright
Objectives
Cognitive — Using one and two-point perspective, students will base a city
design on their own city plan.
Artistic Activity or Product — Students will learn the technique of one, two-point
perspective. The students will also use their own ideas and create their own ―dream
city‖.
Supplies — White paper for practicing one-point perspective, Pencils, Erasers, Tsquare, Straight edge, triangle.
List of Artists Used –
Vincent Van Gogh, Marc Chagall, Constantin Brancusi, Roy Lichtenstein, Edvard
Munch, Georgia O’keefe, Sandro Botticelli, Katsushika Hokusai, and Faith Ringgold
Instruction — I will introduce 1&2 point perspective and tell them what the main goals of
this lesson are going to be. I will also talk about respecting each other’s artwork and
respecting me as the teacher.
Motivation and Presentation — I will start by showing them the basics of one, two-point
perspective and how to start out with a horizon and a vanishing point. I will talk
specifically about convergence lines, horizon line, vanishing point, and orthogonal lines.
The next step will be to show them how to draw boxes and general shapes in one-point
perspective.
After learning general boxes and shapes, I will teach them how to draw circles and grids
in one-point perspective.
We will then move to a two-point perspective lesson.
Demonstration of Techniques, Tools, and Materials — There will not really be a
demonstration of materials in this first lesson because we are just going to be using
pencil to practice learning one point perspective. After their final drawing is complete,
we will use colored pencils to add color to the finished piece. The tools will hopefully
include a T-square so that their lines can be at 90-degree angles. If there are no Tsquares, we will have to talk about how to make sure that the lines they make are
perpendicular.
Materials Distribution/ Cleanup — During this first lesson we will just be practicing on
plain white paper and we will be using pencils. On the subsequent lessons, we will
include colored pencils to add color to the finished drawing. Specific students will be
asked when they enter the room to be the ones to help hand out supplies. Others will be
asked before cleanup time, to be the collectors of the art materials.
Assessment Procedures and Instruments — Students will be assessed on their ability to
create a city that is directly influenced by their dream city.. An assessment rubric will be
used to grade the final product of the lesson.
Closure — There will be a presentation of each artist by the group that shares that artist
and then each student in the group will hold up his or her piece and we will talk about
the work.
Standards Correlation:
— The student will use one, two-point perspective to create the illusion of depth
in a two-dimensional drawing.
— The student will identify the components of an artist’s style, including
materials, design, methods, and subject matter.