Unit Title: Perspective-Space

Grade level: 5th Art

Lesson Topic: How artist use perspective to show distance space. Length of lesson: x4 40 minute classes Stage 1 Desired Results Established Goal/ Standard(s): 1) VA5MC.1- Engages in the creative process to generate and visualize ideas. a. Creates a series of thumbnail sketches to alter visual images (e.g., magnifying, reducing, repeating or combining them in a variety of ways) to change how they are perceived and interpreted. 2) VA5MC3-Selects and uses subject matter, symbols, and /or ideas to communicate meaning. c. Observes how visual relationship of objects and ideas (juxtaposition) affects contrast and /or proportion and how the placement may affect meaning and/or significance. 3) VA5CU.2-Views and discusses selected artworks. a. Identifies elements, principle, themes, and/or time period in a work of art. 4) VA5PR.1- Creates artworks based on personal experience and selected themes. b. Makes design decisions as the result of conscious, thoughtful planning and choices. f. Produces artworks emphasizing one or more elements of art (e.g. color, line, shape, form, texture). 5) VA5PR2- Understands and applies media, techniques, and processes of twodimensional art processes (drawing, painting, printmaking, mixed media) using tools and materials in a

safe and appropriate manner to develop skills. c. Produces drawings that emphasize proportion and/or distortion. d. Creates drawings using a variety of techniques (e.g., linear perspective, contour line, gesture line). 6) VA5AR.3- Explains how selected principles of design are used in an artwork to convey meaning and how they affect personal responses to and evaluation of the artwork. a. Uses terms with emphasis on the elements of art: line, shape, form, color, space, value, texture. b. Uses art terms with emphasis on the principles of design: balance, proportion, rhythm, emphasis, unity, contrast. d. Explains how the relationship of size between objects affects the scale and proportion in artwork of art. e. Recognizes aerial and linear perspective techniques in a work of art. m. Examines how artist use linear perspective (one and twopoint), atmospheric perspective, overlapping, size variation, and placement in the picture plane to achieve depth in artworks. 7) VA5C.1- Applies information and processes from other disciplines to enhance the understanding and production of artworks. b. Researches, describes, and discusses various art-related careers (e.g., art historian, art critic, curator, web designer, game designer, fine artist). 8) VA5C.2- Develops life skills through the study and production of art.

a.

Manages goals and time.

Technology Standard(s): Standard 3: Technology and Productivity- Students learn the operations of technology through the usage of technology and productivity tools. Benchmark A: Understand computer and multimedia technology concepts and communicate using correct terminology. Basic Concept: 1. Define and use new technology terminology based on the computer and multimedia technology resources being used. Benchmark B: Use appropriate tools and technology resources to complete tasks and solve problems. Productivity Tools: 4. Create a presentation using multimedia software that incorporates graphics, video and sound to present the findings of a group research project. Essential Question(s): How do artist use techniques to show distance in their artwork? How can an artist plan a project before it begins? Why do artist use the basics of elements, line, shape, form, to create their artwork? How does an artist show the relations between two objects? Desired Understanding(s): The students will understand that there are several ways artist use techniques to show distance/space in drawing, painting, and photography. The student will learn the necessary vocabulary to describe their project and thoughts to understand how the techniques are being used. The student will understand the difference of how lines are drawn differently using different computer software (bitmap vs. vector). The student will understand the value of composition.

Student objectives (outcomes): Students will be able to: How to create a lineal perspective drawing on the computer.

How horizontal and vertical lines play an important aspect to have a successful project.

Students will know: Students will know how forms are called different names than shapes. Three dimensional forms can be conveyed on a two-dimensional plane of paper, canvas, computer screen. An artist needs to keep in mind the positive and negative space involved. Proportion and relating to other objects will affect the final outcome of the project. Stage 2 Assessment Evidence Performance Task(s): Other Evidence: The student will outline/sketch Preliminary drawings are to be their thoughts on paper to reviewed and sited/critiqued. carefully plan their project. Vocabulary words will be The students will interpret what tested and quizzed. principles of design to apply to Final observation of how the their project to make it student: successful. -understood the concept of The students will apply their space knowledge of the computer -was able to use the program program, Sketch-Up, and its effectively. useful tools to create their -created an image that project. represented the final outcome. Observing and reflecting how each object was drawn, the student will be able to discuss how each object relates to each other. Students will realize how the uses of perspective transcend to many other art projects.

Self Assessment/Reflection(summative) : The student will have a reflective questionnaire on what they

thought of the project and how effective they were utilizing the software. Did I know this information before I started? If so, how did I apply it? If not, can I use this information my artwork? Stage 3 Learning Plan Teaching/Learning Activities: Introduction: The students are introduced to the concept of space, not the final frontier, but the distance space we would see looking down a road, across seashore, or looking at mountain ranges. Showing how artist have developed the problem of perspective in the past, it will be shown how several techniques may be used to make the illusion of depth realistic. The history of perspective starts in the 13th century with the artist Brunelleslleschi, who liked to show his painting in front of the actual building and take it away quickly to show that he could duplicate its realism. The oldest surviving painting that exist that shows perspective is the painting The Trinity, by Masaccio in 1427. It shows Christ on the cross and a cathedral ceiling that seems to go back into space- perspective. This is a simple one point perspective. The Renaissance then brought several artist to expand on the point of perspective, from DaVinci to Durer and Raphael. This continued with instruments and gadgets to measure space- camera obscura (Vermeer), the universal instrument for surveying and perspective (Baldassare Lancis), and the camera Lucida. Using the program SketchUp by Google, the students are able to understand they will be integrating a computer program with forms to create a house/building/fantasy building in a 3-dimensional drawing. After studying

the basics of architecture (vertical, horizontal, and diagonal lines, proportion, along with positive and negative space), the student will work with forms and how to place them together to create an interesting house/building. Each student will do several sketches on paper of what they believe would be a legitimate building. After several sketches and using perspective guidelines, the student is to proceed to developing a plan for the program SketchUp, knowing that this is a two point perspective program. As the preliminary sketches develop, the student will narrow down the basics of a house: doors, windows, roof, and other details. Some areas or basic rules apply to the program: 1. Draw a closed loop of edges. 2. Watch the axis directions and use inferring to line up edges. 3. Learn and use the different inference points. 4. Always draw to and from edges. The student then has a limited time to create their house on the computer, being that there a limited amount of computers. The student is then to apply what has been learned and using the principles learned, creating a building. The user needs to keep in mind they are working in 3-d and that proportion will apply to the final outcome. The paintbucket tool may be used at this time to add any texture and coloring that the student requires. Additional information, such as cars, trees, furniture, etc. may be added, but keeping in mind what proportion can do to your project. If the tree is too tall, the composition loses its value as being realistic. As the student finishes they will be required to do a quiz on their vocabulary and also a short survey on the benefits or problems with this software program. Timeline: Day 1: Introduction- Students are introduced to the concepts of what perspective will cover. Preliminary

drawings. Day 2: Survey/Explore areas of architecture and how other artists have applied space and architecture. Day 3: Using prior knowledge, the student will demonstrate several sketches of their idea of how a building should come into existence. Day 4: Explore and teach How to create a 3-d model using SketchUp. The extension of each class would be that the students decide on the best model from the group of students and develop that to the fullest extent. The students would be encouraged to expand from the simple SketchUp program to involve an interesting background and additions to the house, to multimedia and graphics to highlight their project.

Resources/Materials/Equipment Needed: -Google SketchUp http://sketchup.google.com/download/ -Computer- Windows OS -Drawing materials- for preliminary sketches- paper, pencil, ruler -http://www.interfacefictions.com/wpcontent/uploads/2009/07/0198162246p erspective5.jpg

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