LESSON PLANNING TEMPLATE FORM D: DUPLICATE AS NEEDED

Lesson prepared by:____Rebecca Zastrow__________

Lesson
title/topic
Perspective Designing
Your Name
Subject area Art
Date Week 14-15 Time 2 weeks Grade HS
STANDARDS/OUTCOMES
1A. Use materials, technique, media technology, and processes to communicate ideas and experiences.
1B. Use art material and tools safely and responsibly.
1C. Apply organizational principles and functions to solve specific visual arts problems.
2A. Apply knowledge of materials, techniques, and processes to create artwork.
2B. Apply knowledge of how visual characteristics and organizational principles communicate ideas.
2C. Describe the origins of specific images and ideas and explain why they are of value in their
artwork and in the work of others.
OBJECTIVES Through these learning activities, the student will be able to:
-accurately use one point to create perspective in drawings
-relay ideas of perspective from boxes to letters
-create the illusion of space
-design art to be decorated
INSTRUCTION Teaching strategy: _______________________
Introduction/Instructional activities/Conclusion
Introduction: The lesson is introduced by explaining objects look when travelling through space. The
students are first asked about the size of objects when they are closer versus how they appear in size when
further away. This example is further emphasized through the picture of a road or sidewalk disappearing into
the background to one point.
Instruction: Students are given a worksheet with boxes and one point. They are instructed to take a ruler
and connect the dot to the corners of each box. The next step explains that lines going through the boxes
would be hidden and therefore should be erased. Now having all of the required lines, the students are
shown how to finish off the boxes so that the sides are not travelling all of the way back to the point. This is
done by placing the ruler parallel to the side of the box and connecting the lines along the orthogonal lines
just drawn. The students are then told that this will be applied to the idea of letters. Instructions on how to
create block letters are demonstrated and the students are given the opportunity to practice perspective on
the letters of their own name.
Conclusion: After practicing, the students apply the ideas of perspective to their own names on the final
project and on a larger sheet of paper. After the letters are all drawn with correct perspective, the students
add design into their letters as well as into the space of their background. They are then instructed to add
color to the piece to finish it off. Art 1 students can choose to use crayons, colored pencils, or markers, while
Art 2 students use tempera paint to fill their spaces after practicing with using the paint to create the color
wheel.
How this lesson provides for ASSESSMENT of student learning:
Pre-assessment
The students are asked about the idea of perspective and where they might see perspective. They are asked
to give examples (if they know any) and are encouraged to talk about how things look as they get farther
away.
Checking up
The students begin the perspective worksheet with me and then begin to finish it on their own. After
checking the sheet for accuracy and comprehension of perspective, the students then apply these ideas to
block letters and practicing perspective on them.
Post-assessment
The students complete their names on the final project, using accurate perspective receding back in space to
one point. When the project is complete, the student will be evaluated on their correct use of perspective in
their piece.
How this lesson provides DIFFERENTIATION for the students in this class
When demonstrating, the students are able to hear and watch me as I present the ideas. The kinesthetic
learners then get the chance to experiment with the paints, in practice and on their project. Students with EI,
CD or coming to us from the DD room practiced with their name on a smaller scale. Their practice was then
taken and enlarged with the copy machine which the students were then allowed to trace and continue on
with the rest of the project requirements (adding design and color).
RESOURCES NEEDED
Perspective worksheet, pencils, rulers, erasers, paper, sharpies, markers, crayons, colored pencils, tempera
paint, color wheel worksheet
REFLECTIVE ASSESSMENT of lesson and student success (To be written on back after lesson is taught)

The first class I started this project with, I began with a presentation, looking at
photographs and applying the idea of perspective. The presentation continued to reduce the
concepts, showing a drawing with lines of perspective and then reducing this idea into shapes.
The students saw the photographs and became overwhelmed with the idea that they would have
to create something photo-realistically. It was too much information for them to process and they
began to shut down to the idea, thinking that they were unable to do the work.
Starting fresh the next day, I began by telling them that perspective is not an easy process
to grasp. We began by going through the worksheet together, step by step, and then allowing
them to continue on their own, asking questions as necessary. This approach went better and the
students were more receptive to the idea of creating perspective.
I continued beginning with the worksheet with the rest of my classes. This kept the
students from shutting down and resulted in students better understanding the concepts.