Title: One Point Perspective - Grade 7 Art Class

MATERIALS:
-

2 Sheets of paper
Ruler
Eraser
Charcoal Pencils
Colouring Pencils /Markers

OVERALL CURRICULAR EXPECTATION: Creating and Presenting- Produce an

artwork that reflects the technique of one point perspective within the architecture
of the school
OBJECTIVES: Students will understand how to create the illusion of one point
perspective (depth).
-

Students will develop a drawing that emphasizes depth and perspective

in an environment
Of his or her own creation.

ELEMENTS OF DESIGN (p.143 of Ontario Curriculum Arts)

-

Line
Shape and Form
Space
Colour
Texture
Value

We will provide a handout with the basic one point perspective technique. The
handout will include definitions of each element and a visual example. We will then
discuss how each element will come together as a whole.
ELMENTS OF DESIGN HANDOUT
LINE:
-

Horizontal
Vertical
Wavy and emotional impact
Diagonal

SHAPE AND FORM:

-

Student practices
Different forms
Creating shapes using line

There will be 3 visual examples: A painting (Van Goghs room), A Photograph (Lynn
Cohen) and a moving picture (Hitchcocks Vertigo or Kubricks The Shining hallway
scene)

SPACE AND COLOUR:

-

Show Van Goghs Midnight in Paris

TEXTURE:
-

Examples of Creating a texture

Cross Hatching
Shading
Colour pencil exercise- includes exercise of value( shading , from dark to
light)

CONCLUSION
-

Visual examples, how can you push all of this together- Show M.C Eschers
use of line and texture to demonstrate certain possibilities.

TEACHABLE METHODS
1. What is a vanishing point?
2. Show examples of simple photos with vanishing point
3. Intro to vanishing point
a. Roadrunner/ coyote clip
b. Size/ proportions
c. Lead through example, draw converging lines x to find centre
4. Show images and examples
a. Basic 1-point perspective drawings
b. Photographs of famous places/ landmarks which exhibit 1-point
perspective
c. Magnet activity *as a possibility to teach distance, perspective
5. Take the class into the hallway
Allow them to draw the hallway as practice, can see the level of
understanding among students
*after time allow them to invent their own indoor space in perspective,
or perfect their hallways practice by adding elements (plans,
dinosaurs, zombies, animals, etc).

ONE POINT PERSPECTIVE

GRADE 7
QUIZ
Name______________________________

/10

1. Elements of Design: Match the right element with the right

definition.
A. ______ for expressive purposes; diagonal and converging lines to
create depth of space; repetition of lines to create visual rhythm.
B. Various __________, symbols, icons, logos, radial balance.
C. Use of blue or complementary colours in shadows and shading
to create depth; one- and two-point perspective; open-form
sculpture versus closed-form sculpture; installations. ________
D. Analogous _______; transparent colour created with watercolour
or tissue paper decoupage.
E. ________ created with variety of tools, materials, and techniques.
F. Shading (example: scrumbling and stippling)________
List of elements.
SPACE-TEXTURE-COLOUR-LINE-VALUE-SHAPE AND FORMS

2. Perspective: Fill in the blanks with the correct words underneath

each of the pictures.

1 Point Perspective
Rubric
Level 1

Level 2

Level 3

Level 4

Value

Fundamental
Demonstrat
Elements of es limited
Design
design in
project

components of project (i.e. Colour, line, form, etc.)

DemonstratesDemonstrates Exceeds
some
considerable expectations
knowledge of amount of
of design in
design in
design in
project
project
project
Use of colour, texture, and other elements. (i.e. Doors, tables,
windows, etc.)
Uses
Uses some
Uses
Exceeds
Creativity
limited/no
creativity in considerable expectations
creativity in project
creativity in of creativity
project
project
in project
Application of recently learned techniques and skills
Demonstrat DemonstratesDemonstrates Exceeds
some
considerable expectations
Application/U es limited
understandi
understandin
understandin of
nderstanding
ng of
g of subject g of subject understandin
subject
matter
matter
g of subject
matter
matter
Effective use of techniques to organize and understand the needed
steps in creating the project
Expresses
Expresses
Expresses
Exceeds
limited
some
considerable
expectations
Thinking
knowledge knowledge of knowledge of of knowledge
of planning planning and planning and of planning
and
processing
processing
and
processing
processing
Clean, neat, representative (i.e. Are there smudges? Do all of the
lines meet where they should? Does it look like a room?)
Demonstrat DemonstratesDemonstrates Exceeds
es limited
some
considerable expectations
quality
of
qualities
of
qualities of
of qualities of
Communicatio
representati
representatio
representatio
representatio
n/General
on,
n,
neatness,
n,
neatness,
n, neatness,
Appearance
neatness,
and
and
and
and
understandin understandin understandin
understandi g of principlesg of principles g of
ng of
principles
principles

Total: