Carol Froese taught to grade Nine at Alan Watson School

Lesson #1: Introduction to Linear Perspective

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.
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
LESSON SEQUENCE:
Set: Tell students we will be studying Perspective but rather than just look at
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.
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
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 #2: Video and Begin Drawing Using One Point Perspective
TOPIC: Pre-High Perspective Unit
ILO: TSWBAT properly draw square and rectangular buildings in a landscape
using the rules of one point perspective.
GOAL: 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
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 in one point
perspective and have students
follow along
Ask students to draw a rectangle
using the same method. More
advanced students may try to draw cubes using two-point perspective.

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 (2/3 classes)
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).
MATERIALS:
paper
pencils
photographs of buildings or magazines featuring buildings
computer logged onto the Internet
LESSON SEQUENCE:
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).
Intro: Demonstrate drawing
your name in bubble letters
and making it look 3D by
attaching the points to their
decided vanishing point.
This gives students
experience making various
complex shapes 3D. If
students struggle with this,
allow them to spend the
time they need on it instead
of moving on right away to a
landscape. Tell students to
line up their rulers with the
vanishing point and then
rotate them slowly across
the page. Every time their ruler touches a point on their name, they
draw a line. This will be easier to understand before beginning a
landscape.

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
o Advanced students or students with experience in perspective
drawings can try a different perspective. Looking up at a city for
example, or standing on a corner for a two-point perspective
drawing.
[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:
http://forum.swarthmore.edu/workshops/su
m98/participants/sanders/Persp.html

EVALUATION: Effort and participation mark out of five.

IF TIME: Begin drawing the landscape and surroundings around the buildings.