Unit: Perspective Puzzle

Students Will Be Able To: Students will be able to compose a puzzle design in perspective
utilizing the Elements of Art and Principles of Design to create the illusion of a 3-dimensional
space on a 2-dimensional surface.
Art History:
Renaissance the start of correct perspective!
Leonardo da Vinci in the Mona Lisa the mountains are smaller than her face
Katsushika Hokusai Mt. Fuji is a small triangle behind the Great Wave of Kanganawa
Review how artists use perspective to have their landscape recede back to a vanishing
point
Art Production/ Goal:
Create a perspective-ly correct drawing of a landscape, seascape, or cityscape
Incorporate 3-D form drawings and blending
Skills Learned/Activities:
Learn to draw in perspective - the illusion of space
Learn about proportions of objects - realistic proportions of figures, trees, etc...
Enhance blending with using the color wheel
Use value scales to add to the realism of objects highlights and shadows
Making realistic details by using lines to show texture
Shading lines to contour to the object round objects=round lines
Daily Art Journal questions reviewing the Elements of Art
NJCCCS of Visual Art 2014:
1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance,
music, theatre, and visual art from diverse cultures throughout history.
1.3.5.D.2 Identify common and distinctive characteristics of artworks from diverse cultural
and historical eras of visual art using age-appropriate stylistic terminology (e.g., cubist,
surreal, optic, impressionistic), and experiment with various compositional approaches.
1.3.5.D.3 Identify common and distinctive characteristics of genres of visual artworks (e.g.,
realism, surrealism, abstract/nonobjective art, conceptual art, and others) using ageappropriate terminology, and experiment with various compositional approaches.
1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize works of dance,
music, theatre, and visual art according to established classifications.
1.4.5.A.2 Make informed aesthetic responses to artworks based on structural arrangement
and personal, cultural, and historical points of view.
1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses
of works of dance, music, theatre, and visual art.
Assessment:
Pre-assessment class discussion and journal questions
Student-Teacher constructive critiques throughout production time
Post-assessment Art class rubric
Modification/Accommodations:

Extra time for writing prompts

Repeat directions constantly
Hands on demonstrations for all learners
Redirect/keep students focused on project
Allow for choice, selection, and personalization

Provide translations of writing activities/information for ESL beginners