Unit Plan for Value and Perspective Drawing

Grade 7 and 8
By: Kasyn Sell Adapted from Laura Bozak

ART Value and Drawing: Stage 1 Desired Results

TRANSFER GOAL

Established Goals

Students will:
Students will
employ space,
proportion and
relationships for
image making
Students will select
and identify line,
value and texture
in the natural and
man- made
environment for
image making.
experiment with
value, light,
atmosphere and
colour selection to
reflect mood in
composition.
create
compositions in
both two and three
dimensions.

They will be about to synthesize what weve gone over in the lessons together in their
final project to create their own fantasy city which will be a reflection of current Pop
Culture trends and of which means something personal to them. They will be able to
show that they can utilize the drawing techniques deftly and create depth and dimension
to their creation.
MEANING
Enduring Understandings:
Essential Questions:
Students will understand that
Students will keep considering
U1 Value is imperative to help create
Q 1 How can value be used to explore
complexity in a 3D image
negative space and shape?
U2 Perspective is an important technique
Q2 What are some examples of two
to create a 3D illusion
point perspective in nature and cities?
U3 in order to create 3D illusions the
Q3 How does perspective and value
ideas need to be synthesized
work together to create three-dimensional
illusions?
ACQUISITION OF KNOWLEDGE & SKILLS
Students will know
Students will be skilled at
- Overlapping figures or objects create an
-Considering how negative space
illusion of space in two-dimensional works.
affects composition
-The amount of detail depicted creates spatial
-Creating value and shading to create
depth in two-dimensional works.
3D shapes
-Parallel lines meeting at a vanishing point create -using linear perspective to add depth
linear perspective in two-dimensional works.
to image
-Value in drawing is affected by the qualities of
surfaces and the qualities of light.

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in
terms of - Critique

There will be peer

assessment and selfassessment
throughout and a
final group critique
on their fantasy city.

Assessment Evidence
Students will need to show their learning by: Showcasing their paintings in
a final critique and explain the elements involved.
Transfer Task: They will create their own value scale, create a collaborative image
with their value scale cut outs, they will then work with negative space and value to
create shading and depth to white paper (no contour), participate in class discussion,
they will work with linear perspective, describe the difference between one point
perspective and two point perspective, find and replicate two-point perspective in real
life, discuss the work of Clause Oldenburg, and use his work as inspiration to create
their own fantasy city. They will then write a reflection of what theyve learned and
how they used the principles weve talked about in their final project.

Rationale: This unit will be taught to an advanced class of grade sevens and eights.
Previously the students have explored one point perspective, gesture, and contour drawing.
Students are at an age where they are discovering themselves and getting interested in the world
around them. We are going to look at how we can recreate what we see in the world using
different drawing techniques and finally looking at the effect a pop artist has had on society.
They will be charged with creating a final projected based around Clause Oldenburg. They will
be able to create their own idealized city. It will be emphasized the importance of creating a three
dimensional illusion by using value and perspective.
Students with varying ability should be able to complete these activities. Adaptions to
requirements on final project may need to occur depending on the needs and abilities of students.
This will be taken into account when in the classroom.

Content: This unit is meant to build upon the skills they have learned from there and take it
further. The main focus is on how two-point perspective and value can help create a threedimensional illusion. The class will be taught how to achieve such an illusion with practice and
looking at how other artists have used these techniques in their work. Seeing it used in art pieces
will help motivate and help students recognize the importance of this work.

Presentation of Projects: The projects in this unit are going to build off one another in
order for students to fully grasp the concepts. It will also help students with their final project
where they will need to use the skills theyve learned to create their final, fantasy city based
on Clause Oldenburgs conceptual work.

Collaborative Value Poster

Value drawings
Two point perspective
Fantasy City

Conceptual Map
Cognitive Domain
- Understanding of two and
three dimensions
- Identify that perspective
portrays depth and three
dimensions
- Understand that photography
flattens an image
- Recognise value and that it
creates an illusion of depth
and 3D
- Recognise that contrast adds
interest
- Understanding that the view

Psychomotor
- Develop drawing skills to
create three dimensions on a
two dimensional surface
- Develop strategies to create
realistic drawings
- Using new medium and
technique
- Developing a sense of seeing
value
- Observing the difference
between different qualities of
paper
- Develop hand eye

Affective
- Appreciating other
classmates art
- Appreciating art history
- Gaining confidence and a
sense of pride in ones own art
- Taking guidelines of an
assignment and making it
personal
- Exploring creativity
- Identifying self as part of
popular culture
- Appreciating the complexity
of the assignment and putting

within in a composition adds

interest
- Understand that perspective
has not been used all
throughout Art history
- Understanding the process of
critique and self assessment

coordination
- Observing other artists
techniques and styles
- Critiquing art work

forth full effort

- Gaining confidence and
appreciation for own art by
critique and self assessment
- Identifying with struggles
and frustrations and exploring
ways to solve situation

Resources/References
Originally, this unit plan was done by Laura Bozak. Its been adapted by Kasyn Sell.
This one is excellent for Art history:http://members.aol.com/TWard64340/Index.htm
Leonardo da Vinci: http://www.mos.org/sln/Leonardo/LeoHomePage.html
Linear Perspective: http://www2.evansville.edu/studiochalkboard/draw.html
Value: http://www.lessonplanspage.com/ArtMathCreateValueByUsingGrids510.htm
Two point perspective: 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
Claues Oldenburg: 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

Lesson 1
Value Scale composition examples:

Value Scale Compositions

Date:
Duration: 80 minutes

Subject: grade 7/8, Drawing

Goal:
The students will recognize value as a useful tool for drawing and that there are many possible
ranges of value, which interact with one another to create an interesting and compelling piece.
GLO: experiment

with value, light, atmosphere and colour selection to reflect mood in

composition.
SLOs
-The amount of detail depicted creates spatial depth in two-dimensional works.
-Value in drawing is affected by the qualities of surfaces and the qualities of light.
Learning Objectives:
-Students will create a value scale
-Students will create collaborate to create an interesting art piece
Materials:
vine charcoal
paper
scissors
glue
large pieces of paper to create the composition on
Lesson introduction (motivation):
Show examples of black and white photography. Students will view an actual value scale chart.
Explain that they will be able to create something interesting out of this chart. Some examples of
what they could create as a group will be shown.
Procedure:
Students get six pieces of paper. They will have to create value scale that ranges from white to
black. After theyve done the scale (and sprayed with to keep charcoal from going everywhere),
they can then cut out their value scales in whatever creative way they would like. Interesting
patterns or shapes can help make an interesting group composition. The students will then take
their cut outs to the large newsprint to create a group composition. Depending on the size of the
class, the class might be split into smaller groups to make their creations more manageable and
so that everyone takes an active role in the group composition.
Conclusion:
Students will not only have learned about value but will be proud of the large piece of work that
they created together. As a class we will discuss the varying grey tones and how contrast can

help create interest and depth. We will then be able to discuss how the interacting tones helped
create movement and what dark and light lines and shades express
Evaluation:
Students will evaluate each other on participation, attitude and over all cooperation.
Students will identify the importance of value

Lesson 2
Applying Value

Applying Value
Date:
Duration: 40 minutes

Subject: grade 7/8, Drawing

Goal:
The students will recognize that value creates the illusion of three dimensions. This exercise in
value will expand the students viewing and will help them to see that value is everywhere and by
adding this element to their drawing, they will achieve a three-dimensional appearance. They
will identify a light source and shadows that will further the illusion of three dimensions.
GLO: Students will experiment with value, light, atmosphere and colour selection to reflect

mood in composition.

-Students will select and identify line, value and texture in the natural and man- made
environment for image making.
SLO: -The amount of detail depicted creates spatial depth in two-dimensional works.
-Value in drawing is affected by the qualities of surfaces and the qualities of light.
Objectives:
Students will:
- Create a still life out of two still life objects. One must be a folded/crumpled piece of paper
- Use value to illustrate the importance of value/shading/pressure is to create a 3D illusion
Materials:
Black Paper
charcoal
white still life objects
Lesson introduction (motivation):
The students will look at examples of art showing value. We will look at a few black and white
images and monochrome images to focus strictly on tones and shading. I will show them
examples of my own work done for this project and other drawings. We will discuss negative
space and how the spaces around the lines help create the object.
Procedure:
Still life white shapes will be set up in the classroom. They will observe the white objects and
see that even objects with soft curves, angles, and smooth textures have value. They will then
take the class to draw the values they see. The will not be drawing contour and filling it in from
there. They will be asked to think about: what shapes, angles, and curves the differing values
show to help guide them in their drawing. After they finished that they can start on their folded
or crumpled paper. Most likely the folded paper part of the assignment will have to be taken
home and brought to the next class with a short reflection on what they noticed. This is an
exercise to increase awareness of value and that it can be found in white and black objects to
make objects appear 3D
Conclusion:
The students will come to the conclusion that value creates an illusion of 3 dimensions and value
this as a very useful tool throughout their drawing experience. They will have to finish their
paper drawing at home and come with a short reflection about what they noticed about the
assignment.
Evaluation:
Students will hand in two completed drawings which:
- shows use of value
- is drawn using only value(not a contour)
- shows a light source
- shows basic understanding of value

Lesson 3
Drawing Through a Window
Date:
Duration: 40 minutes

Subject: grade 7/8, drawing

Goal:
In this exercise the students will come to the
understanding that when creating a drawing in
perspective that there are elements that will create
this illusion in their drawings. They will learn those
elements such as overlapping, the size of an object
is very important when creating an illusion of three
dimensions within a drawing. The class will also
learn about the perspective used throughout Art
history comparing paintings by Leonardo da Vinci
to that of Egyptian Art. Here is a good website
which includes lesson plans based on Leonardo.

GLO: Students will employ space, proportion and relationships for image making

SLO: Overlapping figures or objects create an illusion of space in two-dimensional works.

-The amount of detail depicted creates spatial depth in two-dimensional works.
- using linear perspective to add depth to image
Objectives:
Students will:
- review elements of atmospheric perspective
- be able to identify these elements in their drawing
- draw a scene from a window showing atmospheric perspective
Materials:
- acetate
- dry erase markers/markers
Lesson introduction (motivation):
The students will look at Art from the Renaissance and ancient Egypt (tiered perspective) and
discuss the differences they see. They will come see how artists use overlapping images to create
perspective.

Procedure:
Tape a piece of acetate to a window and looking through the paper and trace what is seen. Have
students understand why they are tracing what they see. We will talk about overlapping images
and how things in the distance typically are smaller while objects in the foreground are closer.
This way they will get practice creating accurate drawings in perspective.
Conclusion:
Have students look at their drawings and find the elements within it. Discuss elements such as
size, overlapping, and detail.
Evaluation:
This is simply an exercise in seeing and understanding perspective; therefore there is no need for
a formal grade. The students will self-asses when discussing drawings. They will create a brief
paragraph reflection on what theyve learned in this lesson and how this helps them understand
dimension. It is their exit slip and will be their ticket out the door.

Lesson 4
Two Point Perspective: Boxes
Date:
Subject: grade 7/8, Drawing
Duration: 80 minutes
Goal:
Perspective is an important element of drawing.
The students will discover that perspective is a
technique used to create an illusion of three
dimensions on a two dimensional surface. They
will be able to differentiate between three and two
dimensions along with the different types of
perspective.

GLO: create compositions in both two and three dimensions.

SLO: Parallel lines meeting at a vanishing point create linear perspective in two-dimensional
works.

Objectives:
Students will:
- illustrate two-point perspective by drawing boxes
- be able to differentiate between one and two point perspective and to correctly identify
perspective within works of Art or the lack of it.
-Experiment with other types of viewpoints
Materials:
- paper
- pencils
- ruler
- eraser
- worksheet on two-point perspective
Lesson introduction (motivation):
Begin lesson by bringing a box or a cube into the classroom. Discuss with students that the box
is three-dimensional and when you draw this box it becomes two-dimensional. Show the students
some examples of perspective. This includes worms eye view, birds eye view, and eye level
view, and two-point perspective. We would discuss why and how they are used.
Procedure:
Begin by reviewing one point perspective and how it differs from two-point perspective.
Reintroduce components like vanishing point, horizon line and view points. Demonstrate the
process by drawing a box in two-point perspective. Give a hand out explaining the steps of the
process. Students will use this period to practice perspective and the different viewpoints. A
display of stacked boxes will be made in the centre of class where students will recreate in their
sketchbooks. They will have to have two sketches done. One will be of the stacked boxes using
clear two-point perspective. The other they will have to choose another viewpoint to draw the
stacked boxes. Once they are done the two sketches they will have to introduce value into their
sketches to give their image more depth.
Conclusion:
End the class by discussing any problems that the students may have had and ask why they think
that it is important to learn about perspective. They will also be told that tomorrow we will be
going outside to find examples of two-point perspective.
Evaluation:
Students will hand in their two-point perspective drawings. They will be taken in as formative
assessments. Feedback will be given so that tomorrow, when they go look outside and in the real
world they know where their strengths and weaknesses are.

Lesson 4 Handout

Lesson 5
Two-Point Perspective: Street View
Date:
Duration: 80 minutes

Subject: grade 7/8, Drawing

Goal: The goals of this lesson are for students to use what weve learned in the studio and apply
it in the real world. We will find a street close by the school (depending on school policy and
leaving the grounds, however, if an teacher is with them most schools should allow this. If we
cannot leave school grounds we can use the school building as an example.) and we will discuss
where the two point perspective is and they will have the period to create the scene in front of
them.
GLO: create compositions in both two and three dimensions.
-Students will experiment with value, light, atmosphere and colour selection to reflect mood in
composition.
SLO: - Overlapping figures or objects create an illusion of space in two-dimensional works.
-The amount of detail depicted creates spatial depth in two-dimensional works.
-Parallel lines meeting at a vanishing point create linear perspective in two-dimensional works.
-Value in drawing is affected by the qualities of surfaces and the qualities of light.
Learning Objective
Students will:
-Identify two-point perspective
-Create a street view of two-point perspective
-Use value to make their street view have a 3D appearance
Materials
Pencils
Sketchbook
Eraser (gum or kneaded)
Introduction (motivation):
We will quickly review two-point perspective. Have a couple students draw it on the board and
label. We will then discuss how we will look for two-point perspective in real life and how that
will help us understand how to create a 3D illusion on paper.
Procedure:
Students will go outside and as a class we will find a good place to work from. We will find real
life examples of two-point perspective. They will spend the class recreating what they see in life
into the sketchbooks. They must focus on perspective and using value to create depth and a
three-dimensional illusion.

Conclusion:
As a class we will do a gallery walk where we will look at everyones work and have a critique
of the perspective and value work. We will discuss how value and perspective work together to
create depth and how it makes the drawing look more realistic.
Evaluation:
Students will be evaluated on their perspective drawings. Things the teacher will be looking for
are how well the recreated the scene, is the two point perspective apparent, and does their value
work help make the image look 3D and create depth and realism?

Lesson 6
Fantasy City

Fantasy City
Date:
Duration: 80 minutes

Subject: grade 7/8, Drawing

Goal: The works of Clause Oldenburg and his enormous sculptures inspires this assignment. The
students will synthesize all that they have learned in this unit by incorporating the skills learned
into one final project. They will have an opportunity to explore their creativity when creating
their very own fantasy city. There will be four classes dedicated to creating this project.
GLO & SLO: All previous GLOs and SLOs will be used and assessed for this project. They
will be working with parts of all of them and synthesizing what theyve learned to work with this
final project.
Objectives:
Students will:
-apply correct use of two-point perspective
-apply value (minimum 5 values)
-incorporate a pop culture object
-explore their imaginations and creativity
-self evaluate their work
Materials:
Large piece of good quality drawing paper
scrap paper for rough draft
pencils and/or charcoal
eraser
ruler
handout explaining project
Lesson introduction (motivation):
Students will analyze pictures of sculptures by Clause Oldenburg. Using the March edition of
Scholastic, which covers a brief history of Oldenburg and his work. We will talk about scale and
the content of his sculpture. www.scholastic.com. We will also talk about pop culture.
Procedure:
After discussing the inspiration of Oldenburg, hand out assignments sheets and explain project to
students. They will create a fantasy city using two-point perspective. They will show a point of
view and utilize at least five different tones varying from black to white. The students will
choose a teen pop culture object that is relevant to their own lives. They will draw a rough draft
of their project and begin creating their cities.

Conclusion:
An additional four classes will be dedicated to working on these drawing and discussing any
problems or concerns that the students may come across. They will also have to write a reflection
on why they chose the pop culture object and what it means to them. This will make the
assignment more meaningful.
Evaluation:
The students will self-assess their own drawing by completing a rubric with the grading criteria.
Their own grade will be combined with teachers grade and the average of the two will compile
the final grade.

Lesson 5 - Handout
Advanced Drawing
Final Project
Grade 7/8

You will create a Fantasy City. When creating this imaginary city you will want to show a point
of view and using Claues Oldenburg as inspiration, incorporate a Pop(popular) culture object in
your composition. This object will be from your everyday life, reflecting current Pop Culture
trends and also create meaning for you. Increase the scale of this object to an enormous form and
incorporate it into your city.
You will be graded on including the following elements in your composition:
* A city scene (minimum 5 buildings)
* Questions to consider:
- Are there travel ways? - Is this a functioning city?
- Who would live in this city? - What kind of climate is it in?
- What is the environment like?
* Correct use of 2-point perspective
* A point of view (worms eye or birds eye point)
* A pop culture object (large scale) integrated into your city
* A value scale ranging from black to white (use at least 5 values)
* Creativity and originality
* Over all appearance and neatness
This assignment is worth 40% of your final grade. You will have the opportunity to grade it
yourself and then I will take the average of the two marks