Students will study artwork and analyze what types of perspective was used in each piece of art. They will then learn the basic guidelines for drawing in both one and two point perspective. Two final pieces of artwork will be completed to show understanding of concepts. An evaluation of learning will be completed after a class critique to determine complete comprehension.
Subject Area
Art
Grade Level
Seventh Grade
Approximate Time Needed
10 - 45 minute class periods (2 weeks)
Unit Foundation
Targeted Content Standards and Benchmarks
Arts Education (2006) Grade(s): 6 - 8 Visual Arts
Standard 2: Produce works of art using one- and two-point perspectives.
Essential Question
What problem solving skills do I need to create art?
Unit Questions
How can perspective improve your art?
In what ways did past artists use perspective?
Content Questions
What is a vanishing point and horizon line?
What type of perspective would you use to create a city block?
Before project work begins
Students work on projects and complete tasks
After project work is completed
· Questioning
· Discussion/questioning - dissecting the greats
· Group Critique Worksheet · Observations of project creation
· Questioning · Observations of Project creation
· Project
Creation Rubric · Prezi dissecting the Greats
This is the actual student sample. The teacher can use this to go through each piece of artwork and describe how each one is the particular type of perspective that it is. The teacher can ask questions about perspective and show the students how it can be found in each type of artwork.
The students use this as a guide for their discussions. This helps lead them to questions that will take them to a better understanding on creating one and two point perspective drawings. It allows the teacher to have a written record of what occurred in each group and served as a way to keep students on task.
Students use the rubric before, during and after the creation of their project to monitor the quality of artwork so the end result of what is expected is clear and achieved.
Students use the rubric before, during and after their project to monitor the quality of the presentation so the end result determines their knowledge of the subject.
This is an additional form aside from their projects that tests for content understanding. This way the teacher can further assess which concepts are coming across and which ones are still lacking because this test breaks the steps down and quizzes on them individually. It also leaves room for students to answer questions about the unit to further improve for future classes.
Assessment Summary
The unit is begun by showing how it is possible to determine what type of perspective was used in art throughout history. Questioning is used throughout the unit to spark discussion, monitor learning, and promote higher-order thinking. Understanding will be checked through the creation of prezi’s. Students will then create two of their own pieces of artwork using one and two point perspective. Group critiques will be utilized to determine understanding and spur on further creativity. A drawing test will be given after the completion of projects to recheck unit knowledge and a unit reflection will be written at the end of the test.
Unit Details
Prerequisite Skills
· Keyboarding · Group Collaboration using Google Docs · Word processing · File management · Basic Internet use · Citation of electronic sources
Instructional Procedures
Accommodations for Differentiated Instruction
Special Needs Students
Students will be working in groups but have individual assignments. This will allow students to see others working through the assignment and will give them access to ask questions as they work.
Nonnative Speakers
This is a visual assignment so the majority of the work can be done through visual cues. There is a descriptive element to the Prezi’s and there could be a partner assigned within the groups to help with the typing of information for the nonnative speaker.
Gifted/Talented Students
During the group work the students could be group leaders and assist others who may need additional help. They also will have an outline of the entire unit and will be able to work ahead. There will also be opportunity for the students to help teach the concepts to their peers as we create the artwork. They can also put in additional elements using the concepts taught.
Materials and Resources Required For Unit
Technology – Hardware
Computer
Internet Connection
Technology – Software
Word Processing
Internet Web Browser
Multimedia
Printed Materials
Supplies
Computers, Drawing Paper, Pencils, Colored Pencils, Extra Fine Sharpies, Access to the Internet
Drawing in Depth - A Better Perspective
Unit Plan
Standard 2: Produce works of art using one- and two-point perspectives.
In what ways did past artists use perspective?
What type of perspective would you use to create a city block?
· Observations of project creation
· Observations of Project creation
Creation Rubric
· Prezi dissecting the Greats
Test and Unit Reflection
· Group Collaboration using Google Docs
· Word processing
· File management
· Basic Internet use
· Citation of electronic sources
Technology – Hardware
Internet Connection
Internet Web Browser
Multimedia
"How to draw 3D with one and two point perspective." Wonder How To. Web. 16 Jun 2010. <http://www.wonderhowto.com/how-to-draw-3d-one-two-point-perspective-271812/>.
South, H. (n.d.). Draw two-point perspective. Retrieved from http://drawsketch.about.com/od/perspective/ss/2ptperspective.htm
Perspective drawing. (1999). Retrieved from http://www.cartage.org.lb/en/themes/Arts/drawings/PerspectiveDrawing/mainpage.htm
Hulsey, K. (2008). Basic principles of perspective drawing for the technical illustrator. Retrieved from http://www.khulsey.com/perspective_basics.html
Alabama Department of Education. (2010). Technology course of study. Retrieved from http://alex.state.al.us/standardAll.php?subject=AED&grade=6&ccode=VA&summary=4
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