Perspective on Pavimenti:

finding perspective mathematically

Visual Arts
Mathematics

Kandra Wynne Bellanca

October 2007
 Arts Integrated Plan - Outline

Lesson Title:
Perspective on Pavimenti

Grade:
Sixth Grade

Purpose:
Apply the concept of ratios to find correct heights of objects as they recede in space, and
create drawings in perspective based on these ratios. This lesson will help students to see
how math can be used to understand logical relationships between objects in perspective
drawing.

Fine Arts Standard(s) and Indicator(s):

1.0 Perceiving, Performing, and Responding: Aesthetic Education – Students will
demonstrate ability to perceive, interpret, and respond to ideas, experiences, and
the environment through visual art.
1. Identify, describe, and produce visual representations of the physical qualities
of observed form.
a. Differentiate how artists represent physical qualities of observed forms
in 2- and 3- dimensional artworks.

2.0 Historical, Cultural, and Social Context: Students will demonstrate an understanding
of visual art as an essential aspect of history and human experience.
3. Classify artworks by selected factors, including subject matter, style, and
technique
a. Identify subject matter, styles, and techniques representative of various
cultures and periods of art history.
4. Explain commonalities of content and process among the arts, humanities, and
sciences.
b. Identify processes common to the visual arts and other disciplines.

3.0 Creative Expression and Production: Students will demonstrate the ability to organize
knowledge and ideas for expression in the production of art.
1. Demonstrate how media, processes, and techniques communicate ideas and
personal meaning.
b. Select and use a variety of tools, materials, processes, and techniques
safely to solve specific visual problems.
c. Create visual images or forms from observation, memory, and
imagination to convey ideas and personal meaning with attention to 2- and
3- dimensional form, proportion, qualities of surface texture, detail, and
spatial relationships.

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The Walters Art Museum/Young Audiences of Maryland Teacher Workshop 2007
Fine Arts Objective(s):
Learn how to create artificial perspective in two dimensions by using mathematics, then
apply knowledge visually.

Content Standard(s) and Indicator(s):

Mathematics
3.0 Knowledge of measurement: Students will identify, attributes, units, or systems of
measurements or apply a variety of techniques, formulas, tools, or technology for
determining measurements
B. Measurement Tools
1. Measure in customary and metric units
a. Select and use appropriate tools and units

6.0 Knowledge of Number Relationships and Computation/Arithmetic: Students will

describe, represent, or apply numbers or their relationships or will estimate or compute
using mental strategies, paper/pencil or technology
A. Knowledge of Number and Place Value
1. Apply knowledge of rational numbers and place value.
c. Identify and determine equivalent forms of fractions as
decimals, as percents, and as ratios
C. Number Computation
1. Analyze number relations and compute
c. Multiply decimals
3. Analyze ratios, proportions, and percents
a. Represent ratios in a variety of forms
b. Use ratios and unit rates to solve problems
7.0 Processes of mathematics: Students demonstrate the processes of mathematics by
making connections and applying reasoning to solve and to communicate their findings
A. Problem Solving
1. Apply a variety of concepts, processes, and skills to solve problems
d. Apply a strategy
h. Extend the solution of a problem to a new problem situation.
B. Reasoning
1. Justify ideas or solutions with mathematical concepts or proofs
a. Use inductive or deductive reasoning
D. Connections
1. Relate or apply mathematics within the discipline, to other disciplines,
and to life
b. Identify mathematical concepts in relationship to other
disciplines.

Content Objective(s):
Learn how to apply a ratio, in the form of a decimal, to a measurement, to find a new
measurement.

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Connecting Objective:
The students will learn and then demonstrate how visual perspective is based on and can
be achieved through finding the mathematical relationships between objects in a picture.

Vocabulary: ratio
pavimenti
Renaissance
one-point perspective

Materials & Resources for the Class:

reproductions of Renaissance paintings featuring pavimenti
(one per student of the following)
pavimenti puzzles
pavimenti activity pages
rulers
pencils

Materials & Resources for the Teacher:

The Invention of Infinity: Mathematics and Art in the Renaissance, J.V. Field
On Painting, Alberti

Museum Resources:
‘David and Bathsheba’ by Paris Bordone, 37.2371

Teaching Artist Resources:

See materials and resources for the teacher

Prior Knowledge:
Able to find the ratio between two measurements
Able to put a ratio in decimal form
Understand one-point perspective: that vanishing point is the point along a horizon line in
a picture toward which all objects recede in size

Procedures:
Motivation
Students will learn to draw in perspective using mathematical processes they can perform
independently and apply later.

Instruction
Explain art historical significance of artificial perspective, what a pavimenti is, and how
it was used in Renaissance art
Explain why a ratio works to find new measurements.

Modeling
Display reproductions of Renaissance paintings that use pavimenti

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The Walters Art Museum/Young Audiences of Maryland Teacher Workshop 2007
 Guided Practice
Students will construct pavimenti puzzle, and follow instructions to complete activity
pages to solve the problem (first and second activity page)

Independent Practice
Students use a blank pavimenti page to create their own perspective drawing. In this
drawing, students will have an opportunity to exercise artistic decision making skills and
express personal meaning.

Assessment:
Mathematics:
Correct computation of measurements
Correct size relationships between objects on object drawing and final drawing

Art:
Quality of draftsmanship
Quality of compositions: if the student has used an interesting way of placing the objects
in the “object in perspective” (second) activity sheet, he should receive additional points.

Assessment of final perspective drawing (or an additional final drawing):

-Does the student effectively use perspective to serve the subject he chose? Is the student
choosing subject matter that uses the idea of perspective, or is he making flat drawings on
pavimenti tile?
-Did the student take advantage of all possibilities of using perspective in the drawing?
-Does the student use the pavimenti tile as a design element?
-are the objects and figures in the drawing relating to each other (i.e. through shadow
and/or interaction)?
-How complete is the drawing? Is there a background, environment (i.e. windows and
walls or landscape and sky), shading, light source(s) that make sense?
-Does the drawing feel empty or has the student thought out all of the elements of his
subject and environment?
-Is the student applying knowledge gained from previous art lessons (i.e., planning with a
sketch, dynamic composition, figures drawn in proportion, using illusion to indicate 3-
dimensional objects)?
-Has the student thought out ways to use perspective and pavimenti tile to communicate
ideas that have personal meaning for them? Are they relating this drawing to portray
subject matter that they understand and are interested in?

Closure:
Discussion about how artists actually find and use perspective.

Thoughtful Application:
Students will be begin to be able to determine analytically how to make objects recede
toward the background in 2-dimensional art.
Students will see how use of ratios can help find an unknown value or measurement that
is in correct proportion to the known value(s).

Revive, Contemplate, and Integrate

The Walters Art Museum/Young Audiences of Maryland Teacher Workshop 2007
Lesson Extension:
-Teach students how to construct a pavimenti based on Renaissance methods.
-Look at Renaissance paintings that have accurate perspective and inaccurate perspective.
See if the students can find the difference.
-Make photocopies of Renaissance paintings that use pavimenti. Use the methods from
this lesson to find the ratios between the rows of tiles. Then, compare the figures and
objects in the painting to those ratios. Are they correct?

Lesson Adaptations:
Instead of using activity page to find ratios, use a photocopy of an actual painting.

Glossary:

Ratio
A comparison expressed as a fraction. For example, there is a ratio of three boys to two
girls in a class (3/2, 3:2).

Pavimenti
An Italian word used to refer to a tile floor, depicted in one point perspective, in two
dimensional art. It was used in Renaissance art to indicate to the viewer that the work is
in proper perspective (not always true). Pavimeti is in common use after 1430.

Renaissance
(French for "rebirth"; Italian: Rinascimento), was a cultural movement that spanned
roughly the 14th through the 17th century, beginning in Italy in the late Middle Ages and
later spreading to the rest of Europe. It encompassed the revival of learning based on
classical sources, the rise of courtly and papal patronage, the development of perspective
in painting, and advancements in science.

One-point perspective
Exists when the painting plate (also known as the picture plane) is parallel to two axes of
a rectilinear (or Cartesian) scene --- a scene which is composed entirely of linear
elements that intersect only at right angles. If one axis is parallel with the picture plane,
then all elements are either parallel to the painting plate (either horizontally or vertically)
or perpendicular to it. All elements that are parallel to the painting plate are drawn as
parallel lines. All elements that are perpendicular to the painting plate converge at a
single point (a vanishing point) on the horizon.

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 This is a drawing of a Pavimenti just like the Pavimenti puzzle you completed earlier.
Now, we will find the ratio, or height relationship, between each row and the rows above and
below it.
First, use a ruler to find the height of each row. Then, find the ratios between the rows by
dividing the height of a row by the height of the row below it. For example,

row 2 height
= ratio between row 1 and row 2
row 1 height

Fill in the blank spaces as you go to help solve the problem.

5
w
height, row 5 = _______

Ro
4
w
height, row 4 = _______

Ro
3
w
height, row 3 = _______

Ro
2
w
height, row 2 = ______

Ro
1
w
height, row 1 = _______

R o
ratio between row 1 and row 2 = ___________ ratio between row 3 and row 4 = ___________

ratio between row 2 and row 3 = ___________ ratio between row 4 and row 5 = ___________
 Now, lets draw an object in perspective.
First, draw an object or figure standing on the tiles of the first row. Make your object at least 2 inches tall.
Measure the height of your object with a ruler. Record the height on the line provided.
Now, referring to the previous worksheet, multiply the height of your object by the ratio that you found between rows 1 and 2.
Mark in row 2 where you want to place the base of your object. Use your ruler to find and mark the height you just found, using your base mark as
a starting point.
Then, draw the same object again at that height.
Repeat, using the appropriate ratios, until you have drawn your object in every row.
Think of how you can arrange your objects to create an interesting composition. Do your objects overlap? Are they in a staggered placement or a
straight line? Do they change color? Look at some Renaissance paintings that use pavimenti to get ideas.

5
w
Ro
4
w
Ro
3
w
Ro
2
w
Ro
1
ow
R
height of original object in row 1 = __________ height that object should be in row 4 = _________
height that object should be in row 2 = _________ height that object should be in row 5 = _________
height that object should be in row 3 = _________
Use this worksheet to make your own perspective drawing, using multiple objects and figures. Remember that objects get smaller when they are
farther away. Your previous drawing of the objects on a pavimenti is a good reference. You can compare the size of the objects in that drawing to
help you in this one. If you drew a dog last time, and you want to draw a person this time, think about how big a dog is in comparison to a person.
Then decide which row the person will be standing in. Look at the size of the dog in that row in your previous drawing, and make a person to match
in this drawing. Now your working in perspective! Ask yourself some questions as you plan and draw: is this scene inside or outside? Are there walls?
Does the pavimenti continue beyond what is already laid out? How can you place objects and figures to move the viewers eye through the composition?
Look at Renaissance paintings and drawings to get ideas. The vanishing point used to create the pavimenti is lightly visible to help you, if you need it.
For the Teacher

Instructions for creating Pavimenti Puzzle

1. Print out the Pavimenti Puzzle Template onto two colors of paper, one light (white), and
one dark (red). (Construction paper can be used by feeding it through the bypass feeder
of a photocopy machine, and copying the image onto it, or cut it down to 8.5”x11”, and
feed it through a regular printer.)

2. Glue the light piece with the printed template onto another piece of light-colored paper
(yellow or tan). Glue the dark piece with the printed template onto another piece of dark-
colored paper (black). Use a glue stick (to avoid paper wrinkling or discoloring), and be sure
to totally cover the area of the puzzle (to avoid pieces falling apart after cutting).
Note: this step can be skipped if you would like to produce a harder puzzle.

3. Using a paper cutter, cut along the lines of the template, through both sheets of paper.
Use of a paper cutter helps keep the pieces square and straight.

4. You now have pieces for two puzzles. Divide the two sets into half dark, half light, so that
each pavimenti puzzle makes a checkerboard pattern when assembled. You will probably
have to assemble the puzzles to sort this out. Place the sets of each puzzle into sandwich bags
to keep them seperate.

Making these puzzles is not hard, but is a little time consuming, so if you have a parent helper
who would be willing to make the puzzles, this would be a great way to utilize that person!
Puzzles are resusable, and once made, can be used for multiple classes or years.
Pavimenti Puzzle Template
 TEACHER ANSWER KEY (in centimeters, rounded to the nearest hundredth)

This is a drawing of a Pavimenti just like the Pavimenti puzzle you completed earlier.
Now, we will find the ratio, or height relationship, between each row and the rows above and
below it.
First, use a ruler to find the height of each row. Then, find the ratios between the rows by
dividing the height of a row by the height of the row below it. For example,

row 2 height
= ratio between row 1 and row 2
row 1 height

Fill in the blank spaces as you go to help solve the problem.

5
w
0.9 cm
height, row 5 = _______

Ro
4
w
1.0 cm
height, row 4 = _______

Ro
3
w
1.4 cm
height, row 3 = _______

Ro
2
cm

w
height, row 2 = 1.9
______

Ro
1
w
2.7 cm
height, row 1 = _______

R o
0.7
ratio between row 1 and row 2 = ___________ 0.71
ratio between row 3 and row 4 = ___________

0.74
ratio between row 2 and row 3 = ___________ 0.9
ratio between row 4 and row 5 = ___________