Grade 9 Unit on Perspective

Lesson #1: Introduction to Linear Perspective

DATE: June 20, 2015
TOPIC: Pre-High Perspective Unit
ILO:

Identify the main components of one-point perspective

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:

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 (can show pictures of what Im describing from the Renaissance
period)
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

SPONGE ACTIVITY: Trace edges of buildings in photocopied image to simplify the cubes that
make up a city street. Colour the cubes (each face of the cubes represent a certain color, ie
yellow for the left face, green for the top etc).

Lesson #2: Video and Begin Drawing Using One Point Perspective
DATE: June 20, 2015
TOPIC: Pre-High Perspective Unit
ILO:
Use the components of one
point perspective to draw a
small scene (train example)
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 (13 min) https://www.youtube.com/watch?

v=oRYhzrZ8G_Y&ab_channel=CircleLineArtSchool
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
EVALUATION: A checklist will be used to record students completion of the cube and
rectangle drawings.
SPONGE ACTIVITY: If students finish early, they can start on their final composition where
they draw buildings and create a city scene using one-point perspective

Lesson #3: Cubes and Rectangles into Buildings (2 classes)

DATE:
June 20, 2015
TOPIC:
ILO:

GOAL:

Pre-High Perspective Unit

Properly draw and
detail square and rectangle
buildings using the rules of
one point perspective.

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
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).
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
[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.

Lesson #4: Filling in the Surrounding

Landscape (3 classes)
DATE: June 20, 2015
TOPIC: Pre-High Perspective Unit
ILO:
Correctly complete a
One- point perspective
composition by adding
detailed landscape and
colour.

GOAL
:

Students should put their

buildings into context by
surrounding them with
appropriate objects, landscape,
and colour. Students are
expected to fill in the whole
page making sure that all
features are drawn according to
the principles of perspective.
Students should study
photographs and other images
of landscapes to do this.
MATERIALS:

handout defining terms and chart of near vs. far

slides of different landscapes illustrating the use of perspective to show land receding into the
distance
pencil crayons or paint

LESSON SEQUENCE:
Set: Take a trip outside to record observations of how objects appear up close compared to far
away. Have students fill in a T-chart of near vs. far.
Return to classroom and review what was observed outside
Give handout of terms used to describe the observations (principles of perspective) and go
through each one: scale, overlapping, position on picture plane, tonal contrast and details.
Examine slides of images illustrating these principles and have students identify examples of
each
Students draw and colour the areas surrounding their buildings using what they have learned
EVALUATION: A rubric will be used to mark this project when it has been completed.
IF TIME: Introduce two point perspective.
Opportunities for Math Integration
This unit could be easily manipulated to incorporate math outcomes. My idea would consist
of a performance task that enabled students to become architects and fulfill a list of design
requirements in order to build a new community in their city. Some requirements may be
to build at least three buildings (and give some options ie a garden centre, business centre,
restaurant, post office etc) for example. Students would need to use deductive reasoning
and problem solving skills to make logical choices about the size of the buildings and where
they would be located on the street etc. Students could also have some specific requirements

about the dimensions of the building so that they can use their rulers to create a proposal
to scale for the investors in the project. These would fall under the GLO of Number Sense.
Lastly, the GLO of Shapes and Space could be included to discuss the manipulation of 2D
and 3D shapes and transformations. These are just a few ideas for brainstorming purposes,
but I think it could be easily done for a math unit, making this learning more authentic and
meaningful for the students. That being said, more time would need to be allotted for the
unit in order to incorporate teaching the math skills necessary to complete this. A
technology component could be incorporated as well using a computer program like
Sketch-Up to create perspective and dimensions for the buildings etc.