Carol Froese taught to grade Nine at

Alan Watson School

Lesson #1: Introduction to Linear
Perspective
DATE:

April 5, 2000

pictures, we will observe it firsthand. Go

outside and observe the converging lines of a
sidewalk when looking down the street.
Discuss how the sidewalk looks different as
it recedes into the distance. Examine how
objects in the surrounding landscape appear
when they are close to the viewer and when
they are farther away.

TOPIC: Pre-High Perspective Unit

ILO:

TSWBAT identify the main

components
of
one
point
perspective (converging lines,
vanishing point, horizon line, eye
level) in several different images.

GOAL: Students should develop a basic

understanding
of
linear
perspective through observations
of the natural world. They should
be able to identify the visual
differences between objects close
to the viewer and further away.
Students
should
become
comfortable using proper terms to
describe these differences; scale,
overlapping,
positioning
on
picture plane, detail, and tonal
contrasts.

Return to class and review what was

observed outside
Give handouts of perspective terms
Explain each term by tying it into what
was observed outside
Briefly discuss that linear perspective
has not always been used and give a bit
of background on the Renaissance period
Show slides beginning before
Renaissance and ending with photos of
modern scenes in one point perspective
Have students identify the converging
lines, vanishing point, horizon line and
eye level in each slide shown
Give each student a copy of an image
that illustrates one point perspective
Students trace over converging lines with
one colour of pencil crayon to find the
vanishing
Students label the vanishing point and
horizon line in the image

MATERIALS:
Art history slides of paintings from
before and during the Renaissance period
handout covering perspective terms
photocopy of a photograph illustrating
one point perspective -rulers and pencil
crayons

EVALUATION: effort and participation

mark out of five
IF TIME: Trace edges of buildings in
photocopied image to simplify the
cubes that make up a city street.
Colour the cubes.

LESSON SEQUENCE:
Set: Tell students we will be studying
Perspective but rather than just look at

Lesson #2: Video and Begin Drawing

Using One Point Perspective

DATE:

April 6, 2000

TOPIC: Pre-High Perspective Unit

ILO:

GOAL:

TSWBAT properly draw square

and rectangular buildings in a
landscape using the rules of one
point perspective.
Students should develop a more
in-depth understanding of linear
perspective through watching the
video. They are expected use this
new information, in combination
with instructions in class, to
draw a cube and a rectangle in one
point perspective.

MATERIALS:
video on linear perspective
photocopied image from lesson #1
rulers and pencil crayons
white paper
pencils and erasers

in one point perspective and have

students follow along
Ask students to draw a rectangle using
the same method
EVALUATION: A checklist will be used to
record students' completion of the cube and
rectangle drawings.
IF TIME: Show students how to add roofs
to their buildings by locating the
perspective center.

Lesson #3: Cubes and Rectangles into

Buildings (2 classes)
DATE:

April 7 & 10, 2000

TOPIC:

Pre-High Perspective Unit

ILO:

TSWBAT properly draw and

detail square and rectangle
buildings using the rules of one
point perspective.

GOAL:

Students should be able to

design and detail their own,
original buildings. In doing so,
they should consider the
landscape and surrounding areas
to make sure that the buildings
fit into an appropriate context
(i.e. a farm house in a rural
setting).

LESSON SEQUENCE:
Show video
Review main points of video and
information covered last class
Explain final project: complete drawing
done in one point perspective including a
minimum of three buildings
Begin by observing the shape of simple
buildings in the photocopied image from
last day
Trace edges of buildings using a ruler and
colour fronts a different colour than the
sides facing the viewer
Hand out white paper
Give step-by-step instructions
[demonstrate on board] for drawing a cube

MATERIALS:

paper
pencils
photographs of buildings
computer logged onto the Internet

LESSON SEQUENCE:
DATE:
Set: Remind students what their
assignment is: Complete a one point
perspective drawing that includes a
minimum of three buildings. The drawing
must be appropriately detailed and coloured
(including the buildings' surroundings).
Students work from their cubes and
rectangles drawn last day or start a new
composition
Students decide on what type of buildings
they want to draw and the landscape that
will surround them
[IN PENCIL] Students use working lines
to add details such as roofs, doors,
windows, steps, patios etc. to define and
detail their buildings
Use photographs of real buildings to
check scale (i.e. how big is the door in
relation to the rest of the building?)
Erase working lines
***Throughout the lesson, students will go
to the computer in pairs to investigate an
Interactive website that focuses on
perspective. The website will be
bookmarked for easy access:

TOPIC: Pre-High Perspective Unit

ILO:

EVALUATION: Effort and participation

mark out of five.
IF TIME: Begin drawing the landscape and
surroundings around the buildings.

Lesson #4: Filling in the Surrounding

Landscape (3 classes)

TSWBAT correctly complete a

one point perspective
composition by adding detailed
landscape and colour.

GOAL: Students
should
put
their
buildings
into
context
by
surrounding
them
with
appropriate objects, landscape,
and colour. Students are expected
to fill in the whole page making
sure that all features are drawn
according to the principles of
perspective. Students should
study photographs and other
images of landscapes to do this.
MATERIALS:

http://forum.swarthmore.edu/workshops/su
m98/participants/sanders/Persp.html

April 11, 12, & 13 , 2000

handout defining terms and chart of near

vs. far
slides of different landscapes illustrating
the use of perspective to show land
receding into the distance
pencil crayons or paint

LESSON SEQUENCE:
Set: Take a trip outside to record
observations of how objects appear up close
compared to far away. Have students fill in
a T-chart of near vs. far.
Return to classroom and review what was
observed outside
Give handout of terms used to describe
the observations (principles of
perspective) and go through each one:

scale, overlapping, position on picture

plane, tonal contrast and details.
Examine slides of images illustrating these
principles and have students identify
examples of each
Students draw and colour the areas
surrounding their buildings using what
they have learned
EVALUATION: A rubric will be used to
mark this project when it has been
completed.
IF TIME: Introduce two point perspective.