Grade 9 One Point Perspective Unit Plan

Ria Beekman

(Originally created by Carol Froese Revised by Ria)

Lesson #
1

Introduction to Linear Perspective

Teach
er
Date
Time

Unit/Stra
nd

Pre-High Perspective Unit

Grade

Ria Beekman
20XX
45 min
9

CURRICULUM OUTCOMES
GLO:
Composition is a search for a unified visual statement. It articulates meaning through control of
elements and their relationships. The student organizes visual material to generate thought and to
make thought visible.
SLO:
use the techniques of art criticism for analysis and comparison of art works.
create compositions in both two and three dimensions.
Drawings:
Record: Students will record objects alone and in compositions.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
Articulate and Evaluate: Students will use the techniques of art criticism for analysis and comparison of art
works.
B. Knowing the terms of design, media and techniques used in ones own drawings helps in description and
analysis of ones own and others works.
Compositions:
Components 3: Students will investigate the effects of controlling colour, space and form in response to selected
visual problems.
C. Control of space: a sense of distance or close proximity can be conveyed through the amount of detail used in
compositions (micro macro images).

identify the main components of one point perspective (converging lines,

vanishing point, horizon line, eye level) in several different images.
LEARNING OBJECTIVES
By the end of the lesson students will be able to:
1. Develop basic understanding of linear perspective through observations of
the natural world
2. Identify the visual differences between objects close to the viewer and
further away
3. Use proper terns to describe these differences (scale, overlapping,
positioning on picture plane, detail, eye level, perspective and tonal
contrasts)
ASSESSMENTS
Observations:
Observe students throughout the lesson. Are they
participating? Do they seem to understand or do I need
to stop the class for a mini lesson?
Key Questions:
What is one point perspective? Vanishing point?
What do you notice about where converging lines
meet? What is the horizon line? Does it have to
be in the center of the page?
Products/Performa Look at images/paintings from history.
nces:
Label images with horizon line, vanishing point and

Grade 9 One Point Perspective Unit Plan

Ria Beekman

converging lines.
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta Program of Studies Art 9
Smart board slides: Art history
slides of paintings from before

and during the Renaissance

period
Handout covering perspective
terms
Photocopy of a photographs
illustrating one point perspective
Rulers and pencil crayons
PROCEDURE
Introduction
Time
Attention Grabber
- Picture on the smart board. Ask students
to answer questions in their journal:
o What do you see?
o Why is the one tree larger than the
other?
o Etc
- Discuss afterwards
Assessment of
5 min
- Journal entry
Prior Knowledge
Advance
Prepare slides. Print pictures or bring in
Organizer/Agenda
magazines.
Transition to Body
Today we will be looking at several images and
see whether we can find the vanishing point and
the horizon line. Does anyone have any idea of
what either of these terms mean?
Body
Time
Learning Activity
Observe perspective outside:
- Tell students we will be studying
#1
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.
15 min
Examine how objects in the surrounding
landscape appear when they are close to
the viewer and when they are farther
away.
o If we would walk down the sidewalk
would it still look small if we came
to the end? (Think, pair, share?)
Assessments/
A: Ask questions. Have students tell you what
Differentiation:
they observe.
D: Different leveled questions. Explain it in
simpler terms.

Grade 9 One Point Perspective Unit Plan

Learning Activity
#2

Assessments/
Differentiation

CLOSURE:

Assessment of
Learning:

Ria Beekman

Back inside:
- 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
Slides:
- Briefly discuss that linear perspective has
not always been used and give a bit of
background on the Renaissance period
- Show slides beginning before Renaissance
and ending with photos of modern scenes
in one point perspective
- Have students identify the converging
lines, vanishing point, horizon line and eye
level in each slide shown
Images to practice with individually:
- 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
- Write your name on the back of the
image and place it on the front table on
your way out!
A: Observe students throughout the lesson. Walk
around and ask different questions to ensure that
they understand the concepts and foundations of
this unit.
D: Different types of images will be a great way
to differentiate. Some students will find it super
easy to find the different parts of an image of the
city so give them an image of a country scene or
a scene with penguins etc that dont contain very
many straight lines.
IF TIME:
- Trace edges of buildings in photocopied
image to simplify the cubes that make up
a city street. Colour the cubes.
Closure
Effort and participation mark.
Questions asked throughout the lesson. Look at
the images that theyve labelled to check for

20 min

5 min
Time

Grade 9 One Point Perspective Unit Plan

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Ria Beekman

understanding.
Thumbs up if you understand, to the side =
somewhat, down = not really.
Positive and descriptive feedback
Look at some different scenes on your way out
(in the hallway, on your way home or at home)
and think about how you would draw that in one
point perspective because well be doing that
within the next few lessons!
See you next class!
Reflections

What went well?

What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

Lesson #
2

Video and Begin Drawing Using One

Point Perspective

Teach
er
Date
Time

Unit/Stra
nd

Pre-High Perspective Unit

Grade

Ria Beekman
20XX
45 minutes
9

CURRICULUM OUTCOMES
GLO:
Composition is a search for a unified visual statement. It articulates meaning through control of
elements and their relationships. The student organizes visual material to generate thought and to
make thought visible.
SLO:
use the techniques of art criticism for analysis and comparison of art works.
create compositions in both two and three dimensions.
Drawings:
Record: Students will record objects alone and in compositions.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
Articulate and Evaluate: Students will use the techniques of art criticism for analysis and comparison of art
works.
B. Knowing the terms of design, media and techniques used in ones own drawings helps in description and
analysis of ones own and others works.
Compositions:
Components 3: Students will investigate the effects of controlling colour, space and form in response to selected
visual problems.
C. Control of space: a sense of distance or close proximity can be conveyed through the amount of detail used in
compositions (micro macro images).

Grade 9 One Point Perspective Unit Plan

Ria Beekman

properly draw square and rectangular buildings in a landscape using the

rules of one point perspective.
LEARNING OBJECTIVES
By the end of the lesson students will be able to:
4. Develop a more in-depth understanding of linear perspective through
watching the video.
5. Use this new information, in combination with instructions in class, to draw
a cube and a rectangle in one point perspective.
ASSESSMENTS
Observations:
Throughout the class do they understand? Are they
doing it correctly? Can they differentiate between one
and two point perspective?
Key Questions:
How would I draw a rectangular prism in one
point perspective? (Draw a rectangle, then draw
a line from each of the points to a vanishing
point. Then finish the prism by adding
perpendicular lines close to or further away from
the original rectangle.)
Products/Performa Experimenting with prisms drawings of one point
perspective prisms.
nces:
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta Program of Studies Art 9
Smart board slides

Video on linear perspective

Photocopied image from lesson #1
Rulers and pencil crayons
White paper
Pencils and erasers
Grid paper may assist in these
drawings (for differentiation)
PROCEDURE
Introduction
Time
Attention Grabber
- Review from previous class.
o One or two examples of images
Assessment of
- Review
o Horizon line
Prior Knowledge
o Vanishing point
o Etc
Advance
Slides.
5 min
Organizer/Agenda
Gather materials
Transition to Body
Today well be drawing 3D shapes with a one
point perspective.
- Before starting review any misconceptions
that have occurred in last class or that
were found in the images collected in last
class.
Body
Time

Grade 9 One Point Perspective Unit Plan

Learning Activity
#1

Assessments/
Differentiation:

Learning Activity
#2

Assessments/
Differentiation

CLOSURE:

Ria Beekman

Whole class:
- Show video
- 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
A: Ask whether students have any questions.
Have students create a one point perspective
image on the board (one students comes up at a
time to add something to the image).
D: Different types of questions asked. Visuals to
help the visual learners and do a demonstration
before starting if necessary.
Demonstration and Individual work:
- 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 on their own
IF TIME: Show students how to add roofs to their
buildings by locating the perspective center.
A: A checklist will be used to record students'
completion of the cube and rectangle drawings.
D: Assist students who need extra help. Ask
students who are done early to draw trees in one
point perspective etc.
Quick review:
- Ask students about their observations
between last class and todays class. What
did you think of when walking down the
hallways? What would the converging lines
be?
- Ask students what types of job they think
they might need this skill of drawing for
(Architecture etc).
- Write your name on your page and hand it
in on my desk. Next class well be creating
our town scenes.

15 min

20 min

5 min

Grade 9 One Point Perspective Unit Plan

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson

Ria Beekman

Closure
Collected images and formative assessments
through questions.
Ask what they enjoyed about the class and
whether they now feel more comfortable
drawing one point perspective images.
Positive descriptive feedback where necessary
and appropriate.
See you all next class! Think of what you can
include in your images.
Reflections

Time

What went well?

What changes
would you make in
your planning?
What have you
learned to improve
upon future
instruction?

Lesson #
3

Cubes and Rectangles into

Buildings/Scenery

Teach
er
Date
Time

Unit/Stra
nd

Pre-High Perspective Unit

Grade

Ria Beekman
20XX
1.5 hour ++
9

CURRICULUM OUTCOMES
GLO:
Composition is a search for a unified visual statement. It articulates meaning through control of
elements and their relationships. The student organizes visual material to generate thought and to
make thought visible.
SLO:
use the techniques of art criticism for analysis and comparison of art works.
create compositions in both two and three dimensions.
Drawings:
Record: Students will record objects alone and in compositions.
C. The illusion of depth is created partly by the kinds of lines and marks used in creating an image.
Articulate and Evaluate: Students will use the techniques of art criticism for analysis and comparison of art
works.
B. Knowing the terms of design, media and techniques used in ones own drawings helps in description and
analysis of ones own and others works.
Compositions:
Components 3: Students will investigate the effects of controlling colour, space and form in response to selected
visual problems.
C. Control of space: a sense of distance or close proximity can be conveyed through the amount of detail used in
compositions (micro macro images).

properly draw and detail square and rectangle buildings using the rules of
one point perspective.
..correctly complete a one point perspective composition by adding detailed

Grade 9 One Point Perspective Unit Plan

Ria Beekman

landscape and colour.

LEARNING OBJECTIVES
By the end of the lesson students will be able to:
6. Design and detail their own original buildings (3D/one point perspective).
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).
7. Put their buildings into context by surrounding them with appropriate sized
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.)
ASSESSMENTS
Observations:
Observe students throughout the class. Ask then specific
questions about the content and challenge their thinking
what if the vanishing point was here?
Key Questions: How can you draw an image of a scenery with a one
point perspective? Would you be able to have your
vanishing point at the top left of the page? Does
your vanishing point need to be on the horizon line?
Discuss.
Products/Perfor Draw and detail their own original buildings. Color
mances:
appropriately when finished.
LEARNING RESOURCES CONSULTED
MATERIALS AND EQUIPMENT
Alberta Program of Studies Art 9
Smart board slides
paper
pencils
photographs of buildings
computer logged onto the Internet
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
PROCEDURE
Introduction
Ti
me
Attention
Compare and contrast:
5
Grabber
- Have two images on the board (both with the
mi
horizon line and the vanishing point at a different
n
positions).
- Ask students to compare the two images based
on what weve learned in recent lessons.
(Possibly write it in a journal or do a think-pairshare.)

Grade 9 One Point Perspective Unit Plan

Assessment of
Prior
Knowledge
Advance
Organizer/Agen
da
Transition to
Body

Learning
Activity #1

Assessments/
Differentiation:

Learning
Activity #2

Ria Beekman

Quick review.

Prepare slides. Bring white paper, photographs and

markers.
Today and in the next few lessons we will be drawing
images using a one point perspective! Show a
demonstration if you wish.
Body
Individual Drawings:
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
Computer activity (pairs):
***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/sum98/participan
ts/sanders/Persp.html
- Several computers/chrome books may be
available so more students can access it
A: Effort and participation mark out of five. Questions.
Observe students throughout the lesson.
D: The computer activity will allow those who are not as
artistic/ precise as others to also receive the chance to do
an activity digitally. It also breaks up the lesson so that
they receive a movement break.
Quick trip outdoors (t-chart):
- 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.
o What do images look like far away or close

Ti
me

45
mi
n

45
mi
n

Grade 9 One Point Perspective Unit Plan

Ria Beekman

by?
o What colors do you see?
o Etc.
Back inside: Review what was observe outside

Finish their project by adding detail:

- 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

Assessments/
Differentiation
CLOSURE:

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students

Transition To
Next Lesson
What went
well? What
changes would
you make in
your planning?

If time:
- Students can create a different image with a
horizon line in a different position. (Also the
vanishing point may be placed in an interesting
part to give a different effect to the image.)
A: Review. A rubric will be used to mark this project when
it has been completed.
D: Different levelled questions. Assist students when
necessary.
Review what weve learned.
- Exit slip
Closure
Collect finished projects/images when unit is over.
Formative assessments through questions and exit
slips/journal entries.
Ask students what theyve enjoyed and what theyve
learned.
Did you find anything particularly difficult?
Provide students with positive constructive feedback.
Students need to be able to transform feedback and use
it to improve in the future. Also, especially in art
students need to receive a lot of positive feedback
(even if its just to compliment on their willingness to try
an activity) as it doesnt always come naturally for
students.
Thanks for a great unit! Hope youve all enjoyed it as
much as I have
Reflections

Ti
me

Grade 9 One Point Perspective Unit Plan

What have you
learned to
improve upon
future
instruction?

Ria Beekman