Unit Plan for Value and Perspective Drawing

Grade 7 and 8
By: Laura Bozak

Rational and Diagnosis of Students

This unit will be taught in an advanced drawing class of grade seven and eight students. The
students have previously been introduced to drawing techniques such as one point perspective,
gesture and contour drawing, so some I my lessons will be a review.
It is important that a student grasps the concept of creating a 3d image on a 2d surface. This is
the main focus of my drawing unit. Perspective is a vital element in drawing especially when
drawing realistically. A good foundation in drawing will help the student grow throughout their
adventures as artists. In grade seven and eight it was important to me to be able to draw
realistically. At that age in my life, the ability to draw realistically was the sign of a good artist. I
would like to teach the students basic skills that will help them to better understand the drawing
process.
I have taken ideas from the program of studies for this unit. My primary focus is on the idea of
three dimensions on a two dimensional surface. But to achieve these illusions there are many
skills to take into consideration. Due to time restrictions I will concentrate mainly on twoperspective and value throughout this course. I will teach all of these concepts with reference to
Art history to make it more interesting and to help students understand the changes of art over
time.
It is my goal for the students to really understand the concepts that I will be teaching. I will
accommodate to all students of varying learning abilities. It is important to have an effective and
organized system within the classroom. I will have all tools available and additional visual
elements that will increase understanding. I think that this unit is appropriate for junior high
students because it will supply the students with the basic skills in creating three dimensions on a
two dimensional surface. I hope that the students will be impressed and proud of the artwork
they will be creating. The final project integrates two-point perspective, value and pop culture
into one final composition. When in junior high students are at an age of self-discovery and are
finding out new things about themselves everyday. My goal for this unit is to help students
develop greater self-esteem throughout their drawing abilities. Including a pop culture object
within their compositions will also allow students to further explore themselves and represent
that throughout their artwork.

ConceptualMap
Cognitivedomain

Understandingoftwoandthreedimensions
Identifythatperspectiveportraysdepthandthreedimensions
Understandthatphotographyflattensanimage
Recognisevalueandthatitcreatesanillusionofdepthand3D
Recognisethatcontrastaddsinterest
Understandingthattheviewwithininacompositionaddsinterest
UnderstandthatperspectivehasnotbeenusedallthroughoutArthistory
Understandingtheprocessofcritiqueandselfassessment
Psychomotor
Developdrawingskillstocreatethreedimensionsonatwodimensionalsurface
Developstrategiestocreaterealisticdrawings
Usingnewmediumandtechnique
Developingasenseofseeingvalue
Observingthedifferencebetweendifferentqualitiesofpaper
Developingobservationtechniquesfrom3dto2d
Develophandeyecoordination
Observingotherartiststechniquesandstyles
Critiquingartwork
Affective
Appreciatingotherclassmatesart
Appreciatingarthistory
Gainingconfidenceandasenseofprideinonesownart
Takingguidelinesofanassignmentandmakingitpersonal
Exploringcreativity
Identifyingselfaspartofpopularculture
Appreciatingthecomplexityoftheassignmentandputtingforthfulleffort
Gainingconfidenceandappreciationforownartbycritiqueandselfassessment
Identifyingwithstrugglesandfrustrationsandexploringwaystosolvesituation

Lesson1
DrawingthroughawindowLinearPerspective

Thefocusofthislessonisontakingathreedimensionalimageandflatteningonpaper.Thebest
examplewouldbetalkingaboutthewayobjectsareflattenedwhenphotographed.Theclasswill
lookatphotographsandrealisethattheyareillusionsofthreedimensionsbutonatwo
dimensionalsurface.TheclasswillalsolearnabouttheperspectiveusedthroughoutArthistory
comparingpaintingsbyLeonardodaVincitothatofEgyptianArt.Thestudentswilltapeapiece
ofacetatetoawindowandtraceexactlywhattheysee.Theywillthendiscusselementsof
perspectivethattheyseewithintheirdrawings.Thisexercisewillgivethestudentsabetter
understandingofthreeandtwodimensions.Hereisagoodwebsitewhichincludeslessonplans
basedonLeonardo.

Lesson1Plan
DrawingThroughaWindow
Date:March8,2002

Subject:grade7/8,drawing
Duration:40minutes
Goal:
Inthisexercisethestudentswillcometotheunderstandingthatwhencreatingadrawingin
perspectivethatthereareelementsthatwillcreatethisillusionintheirdrawings.Theywilllearn
those
elementssuchasoverlapping,thesizeofanobjectisveryimportantwhencreatinganillusionof
threedimensionswithinadrawing.Thestudentswillrealisethatperspectivehasnotalwaysused
throughoutthehistoryofArtandthatitwasinventedduringtheRenaissance.
Objectives:
Studentswill:
reviewelementsofatmosphericperspective
beabletoidentifytheseelementsintheirdrawing
drawascenefromawindowshowingatmosphericperspective
Materials:
acetate
dryerasemarkers
Lessonintroduction(motivation):
ThestudentswilllookatArtfromtheRenaissanceandancientEgypt(tieredperspective)and
discussthedifferencestheysee.
Procedure:
Tapeapieceofacetatetoawindowandlookingthroughthepaperandtracewhatisseen.Have
studentsunderstandwhytheyaretracingwhattheysee.Thiswaytheywillgetpracticecreating
accuratedrawingsinperspective.
Conclusion:
Havestudentslookattheirdrawingsandfindtheelementswithinit.Discusselementssuchas
size,overlappinganddetail.
Evaluation:
Thisissimplyanexerciseinseeingandunderstandingperspective;thereforethereisnoneedfor
aformalgrade.Thestudentswillselfasseswhendiscussingdrawings

Lesson2
ValueScalecomposition

Examplesofimagessuchasblackandwhitephotographywillbeshowntotheclass
demonstratinghowgreytonesvary.Thestudentswilleachgetapieceofpaperthattheywill
foldintosixequalsections.Thestudentswillusecharcoaltocreateavaluescalefromblackto
whiteusingallsixpiecesofpaper.Afterallofthestudentsarefinishedtheywillcutouteach
square.Thestudentswillworktogetherinagrouptocreateacompositionoutofthevalue
squares.Theobjectofthislessonistoexplorethepossiblerangesofvalue.Everystudentssix
piecesofpaperwillvaryanditwillbeachallengetoarrangetheminaninterestingcomposition.

Lesson2Plan
ValueScaleCompositions
Date:
Subject:grade7/8,Drawing
Duration:80minutes
Goal:
Thestudentswillrecognisevalueasausefultoolfordrawing.Theywillcreateavaluescalewith
charcoaltogetafeelforthemediumandtopracticecreatingavaryingscaleofgrays.After

completingtheirindividualvaluescalestheywillthencreateacompositionasagroup.
Objectives:
Studentswill:
exploreusingadifferentmediumcharcoal
practicevaryingpressureofhand
workasagroup
createacompositionapplyingvalue
Materials:
vinecharcoal
paperfoldedinto6squares
scissors
glue
largepiecesofpapertocreatethecompositionon
Lessonintroduction(motivation):
Showexamplesofblackandwhitephotography.Studentswillviewanactualvaluescalechart.
Explainthattheywillbeabletocreatesomethinginterestingoutofthischart.Iwillshowan
exampleofacompositionthatImade.
Procedure:
Studentswillfoldapieceofpaperintosixsections.Theirvaluescaleswillrangefromblackto
white.Aftertheyhavecompletedthescales,cutouteachofthesixsquares.Thestudentseach
with
theirfivesquareswillformalargegroupandworktogethercreatingalargecompositionoutof
thesquares.
Conclusion:
Studentswillnotonlyhavelearnedaboutvaluebutwillbeproudofthelargepieceofworkthat
theycreatedtogether.Pointoutthevaryinggreytonesandtheideaofcontrastand
thatcontrastcreatesinterest.
Evaluation:
Studentswillevaluateeachotheronparticipation,attitudeandoverallcooperation.
Becausethisisanexerciseteachinganewconceptandthatitcanbecompletedinoneclassa
participationmarkisrelevant.

Lesson3
ApplyingValue

Thislessongivesthestudentstheopportunitytoapplywhattheyhavelearnedaboutvalue.Iwill
showtheclassexamplesofdrawingsoffoldedpaperthatIdidonthecomputer.

Wewilltalkabouthowvaluecreatestheillusionofthreedimensions.Thestudentswillfold
piecesofwhitepaperanddrawusingonlyvaluenotcontourlines.Theywillrecognisealight
sourceandshadowsthatwillfurthertheillusionofthreedimensions.Thestudentswilllearnthat
evenawhitepieceofpaperhasacomplexvaluescale.

Lesson3Plan
ApplyingValue
Date:March18,2002
Subject:grade7/8,Drawing
Duration:40minutes
Goal:
Thestudentswillrecognisethatvaluecreatestheillusionof3dimensions.Theywilldiscover
thatevenanobjectthatiscompletelywhitehasacomplexvaluescale.Thisexerciseinvalue

willexpandthestudentsviewingandwillhelpthemtoseethatvalueiseverywhereandby
addingthiselementtotheirdrawing,theywillachievetheeffectof3D.
Objectives:
Studentswill:
createastilllifeoutoffoldedpaper
drawthepieceofpaperusingonlyvaluenotcontour
identifythelightsource
understandthatvalueisanimportantelementforcreatingtheillusionof3dimensions.
Materials:
Paper
charcoal
whiteobjectsorfoldedwhitepaper
Lessonintroduction(motivation):
ThestudentswilllookatexamplesofArtshowingvalue.Iwillshowthemexamplesofmyown
workdoneonthecomputer.
Procedure:
Studentswilltakeapieceofpaperandfoldininacreativeway.Theywillobservethatevena
whiteobjecthasvalue.Theywilldrawthefoldedpaperbydrawingonlythevalue.Theywillnot
drawtheoutlineandthenfillitin.Thisisanexercisetoincreaseawarenessofvalueandits
importanceincreatingtheelementof3D.
Conclusion:
Thestudentswillcometotheconclusionthatvaluecreatesanillusionof3dimensionsandvalue
thisasaveryusefultoolthroughouttheirdrawingexperience.
Evaluation:
Studentswillhandinonecompleteddrawingwhich:
showsuseofvalue
isdrawnusingonlyvalue(notacontour)
showsalightsource
showsbasicunderstandingofvalue

Lesson4
TwopointPerspective
Thislessonwillreviewonepointperspectiveandintroducetwopointperspective.Thestudents
willfirstexperimentdrawingboxesintwopointperspective.Examplesofdifferentviewpoints
willbeshowntotheclasssuchasbirdseyeview,wormseyeviewandeyelevel.Theywill
thencontinueexploringthe3dboxinthedifferentviews.Theobjectiveofthislessonisforthe

studentstolearntwopointperspectiveandpracticedrawingusingahorizonlineandvanishing
points.

Lesson4Plan
TwoPointPerspective
Date:
Subject:grade7/8,Drawing
Duration:80minutes
Goal:
Perspectiveisanimportantelementofdrawing.Thestudentswilldiscoverthatperspectiveisa
techniqueusedtocreateanillusionofthreedimensionsonatwodimensionalsurface.Theywill
be
abletodifferentiatebetweenthreeandtwodimensions.
Objectives:
Studentswill:
ReviewOnepointperspectiveandbeintroducedtoTwopointperspective
illustratetwopointperspectivebydrawingboxes
experimentwithdifferentviewpoints(birdseye.wormseyeviewandeyelevel)
drawothergeometricformsintwopointperspective
beabletodifferentiatebetweenoneandtwopointperspectiveandtocorrectlyidentify
perspectivewithinworksofArtorthelackofit.
Materials:
paper
pencils
ruler
eraser
worksheetontwopointperspective
Lessonintroduction(motivation):
Beginlessonbybringingaboxoracubeintotheclassroom.Discusswithstudentsthatthebox
isthreedimensionalandwhenyoudrawthisboxitbecomestwodimensional.Showthestudents
someexamplesoftwopointperspective.Alsoshowthestudentsexamplesofdifferent
viewpointsanddiscusshowandwhytheyareused.
Procedure:
Beginbyreviewingonepointperspective.Reintroducecomponentslikevanishingpoint,horizon
lineandviewpoints.Demonstratetheprocessbydrawingaboxintwopointperspective.Givea

handoutexplainingthestepsoftheprocess.Havestudentspracticebydrawingboxesand
experimentingwithviewpoints.Theywillincludeintheirdrawings:twodifferentviewpoints,
stacking
ofboxes,awindowandanarch.Studentscanexperimentdrawingothergeometricformsafter
theyhavemasteredthebox.
Conclusion:
Endtheclassbydiscussinganyproblemsthatthestudentsmayhavehadandaskwhytheythink
thatitisimportanttolearnaboutperspective.
Evaluation:
Studentswillhandintheirtwopointperspectivedrawings.Theywillbegradedoutof20marks.

Lesson4Handout

Lesson 5

FantasyCity

Thislessonintroducesthefinalproject.ThisassignmentisinspiredbytheworksofClaues
Oldenburgandhisenormoussculptures.Thisassignmentintegratestwopointperspective,value,
scaleandpopularculture.Thestudentswillcreateafantasycityusingtwopointperspective.
Theywillshowapointofview(birdseyeorwormseye,)andtheywillincludeobjectfrom
theireverydaylifeasateen.Fourclasseswillbededicatedtoworkingonthisfinaldrawing.
Lesson5Plan
FantasyCity
Date:
Subject:grade7/8,Drawing
Duration:80minutes

Goal:
Thestudentswillsummarizeallthattheyhavelearnedinthisunitbyincorporatingallofthe
skillslearnedinonefinalproject.Theywillhaveanopportunitytoexploretheircreativitywhen
creatingtheirveryownfantasycity.
Objectives:
Studentswill:
applycorrectuseoftwopointperspective
applyvalue(minimum5values)
incorporateapopcultureobject
exploretheirimaginationsandcreativity
presentafinalproject
selfevaluatetheirwork
Materials:
Largepieceofgoodqualitydrawingpaper
scrappaperforroughdraft
pencilsorcharcoal
eraser
ruler
handoutexplainingproject
Lessonintroduction(motivation):
StudentswillanalysepicturesofsculpturesbyClauesOldenburg.UsingtheMarcheditionof
Scholastic,whichcoversabriefhistoryofOldenburgandhiswork,talkaboutscaleandthe
contentofhissculpture.www.scholastic.com
IntroduceandtalkaboutPopCulture.
Procedure:
AfterdiscussingtheinspirationofOldenburgexplainprojecttostudents.Theywillcreatea
fantasycityusingtwopointperspective.Theywillshowapointofviewandutiliseatleastfive
differenttonesvaryingfromblacktowhite.Thestudentswillchooseateenpopcultureobject
thatisrelevanttotheirownlives.Theywilldrawaroughdraftoftheirprojectandbegincreating
theircities.
Conclusion:
additionalfourclasseswillbededicatedtoworkingonthesedrawinganddiscussingany
problemsorconcernsthatthestudentsmaycomeacross.
Evaluation:

Thestudentswillselfassesstheirowndrawingbycompletingarubricwiththegradingcriteria.
Theirowngradewillbecombinedwithteachersgradeandtheaverageofthetwowillcompile
thefinalgrade.

Lesson5Handout
AdvancedDrawingMs.Bozak
FinalProject
Grade7/8

YouwillcreateaFantasyCity.Whencreatingthisimaginarycityyouwillwanttoshowapoint
ofviewandusingClauesOldenburgasinspiration,incorporateaPop(popular)cultureobjectin
yourcomposition.Thisobjectwillbefromyoureverydaylife,reflectingPopCultureofteens.
Increasethescaleofthisobjecttoanenormousformandincorporateitintoyourcity.
Youwillbegradedonincludingthefollowingelementsinyourcomposition:
*Acityscene(minimum5buildings)
*Questionstoconsider:
Aretheretravelways?Isthisafunctioningcity?
Whowouldliveinthiscity?Whatkindofclimateisitin?
Whatistheenvironmentlike?
*Correctuseof2pointperspective
*Apointofview(wormseyeorbirdseyepoint)
*Apopcultureobject(largescale)integratedintoyourcity
*Avaluescalerangingfromblacktowhite(useatleast5values)
*Creativityandoriginality
*Overallappearanceandneatness
Thisassignmentisworth70%ofyourfinalgrade.Youwillhavetheopportunitytogradeit
yourselfandthenIwilltaketheaverageofthetwomarks.

WebsitesDrawingUnit
HerearesomeotherwebsitesthatIfoundtobeveryhelpfulwhenplanningthisunit
ThisoneisexcelentforArthistory:http://members.aol.com/TWard64340/Index.htm
LeonardodaVinci:http://www.mos.org/sln/Leonardo/LeoHomePage.html
LinearPerspective:http://www2.evansville.edu/studiochalkboard/draw.html
Value:http://www.lessonplanspage.com/ArtMathCreateValueByUsingGrids510.htm
Twopointperspective:http://www.geocities.com/forartzsake/lessonpl.html
http://arttech.about.com/gi/dynamic/offsite.htm?site=http://www.sanford
%2Dartedventures.com/teach/lp%5F2pointperspect%5Fcomplete.html
Scholastic:http://www.scholastic.ca
ClauesOldenburg:http://www.askart.com/artist/o/claes_thure_oldenburg.asp
http://www.usc.edu/schools/annenberg/asc/projects/comm544/library/styles/PopArt.html
http://www.artsconnected.org/artsnetmn/whatsart/oldenb2.html