LESSON PLAN INTRO TO ONE POINT PERSPECTIVE

Teacher:

Jacqueline Abend

Unit: Boundaries

Course:

Art I_________________

Topic: Intro to One Point Perspective

Grade: 9-12_

Essential Questions:
1. How are our lives influenced by boundaries?
2. What kinds of boundaries have provoked artists to create?

3. How does art contribute to the breaking down of boundaries?

New Jersey State Standards:

The Creative Process: Stimuli for the creation of artworks can come from many places, including
other arts disciplines. (1.1.12.D.2)
1.2 History of the Arts and Culture: Access to the arts has a positive influence on the quality of an
individuals lifelong learning, personal expression, and contributions to community and global
citizenship. (1.2.12.A.2)
1.3 The artists understanding of the relationships among art media, methodology, and visual
statement allows the artist to use expressionism, abstractionism (nonobjective art),
realism/naturalism, impressionism, and other genre styles to convey ideas to an audience
(1.3.12.D.5)

Daily Performance Objectives:

Knowledge: Identify lines viewed in one point perspective converge towards a vanishing point.

Skills: Ability to draw types of line.

Understandings: Define a horizon line and vanishing point.

Prior Knowledge:

Knowledge: Looking at objects from different perspectives.

Skills: Ability to draw horizontal, vertical, and diagonal types of line.

Understandings: Perspective means a different point of view.

Materials and Aids: Clean/blank whiteboard, expo markers, eraser, sketchbooks, pencils, cell
phones
Time Frame for the Lesson:
Time Frame of
Activity
10 minutes

Student Will

Teacher(s) Will

Respond to the Do Now by drawing in

their sketchbook. Look at tablemates
responses.

Project the Do Now onto the clean

whiteboard. Walk around the room to
view students responses. Take
Attendance.

2 minutes

Student who drew it correctly will come

up to the whiteboard and draw it on the
board. Student will explain to class why
they drew it that way.

10 minutes

Answer teachers questions about

perspective and comment on photos

5 minutes

2 minutes

Discuss definitions for One Point

Perspective. Offer definitions to key
words
Students will come up to the whiteboard
and draw over lines seen in photos
Students will use markers to identify
horizon lines, vanishing points, parallel
lines in various images
Listen to directions, prepare to take cell
phone
Walk around school campus/grounds
taking one point perspective photos. Use
phone filters if desired. Upload them to
Ms. Abends Instagram for extra credit.
Walk back to classroom

Teacher will call on student who drew

answer correctly and have them come up
to the whiteboard to draw. Teacher will
ask student to describe how they know it
looks like that, teacher will rephrase
student answer to class, if needed.
What does perspective mean? Give
definition in both real life and in art (read
from slide). Ask students questions about
photos shown, what is far away?
Who/what appears closer?
Ask students to define key vocabulary.
Define One Point Perspective

5 minutes

Show teachers pictures taken.

15 minutes

2 minutes
10 minutes

Call up students to come make marks on

whiteboard. During city photo, describe
being able to view/not view the tops of
buildings because of location to the
horizon line
Tell students rules for leaving the
classroom and taking pictures.
Keep an eye on students as they take
pictures.
Guide students back in to classroom

Walk around the room checking to see

students photos. Take attendance.
Download student Instagram photos to
show class or project on screen, if
internet allows.

10 minutes

Review students/ photos, OR review one

or two photos on whiteboard and make
lines.

Project photos on board, have students

comment on photos, make identifying
marks on board.

5 minutes

Clean up

Announce clean up

Assessment/Evaluation:

Formative- student photos, sketchbook drawings

Summative-

Adaptations

ELL Learners: Giving explanations in written and spoken Spanish and French. Allow ELL students to
sit next to another and work together. Model directly behavior. Use visuals. Provide Translations.
Special Needs: Provide access to outside of the building.

Homework: N/A