Lesson Plan
Course Title: Graphic Design and Illustration
Session Title: Linear Perspective (One- and Two-Point)
Lesson Duration: Approximately, five 90-minute class periods.
[Lesson length is subjective and will vary from instructor to instructor]
Day 1 – notes, introduction, and one-point boxes.
Day 2 – finish one-point boxes and draw two-point boxes.
Day 3 – finish shading the box exercises and draw the thumbnail for the main drawing.
Days 4 and 5 – complete the rendered two-point perspective drawing of buildings.
Performance Objective:
Upon completion of this assignment, students will sketch and draw in one- and two- point
perspective and will fully shade and complete a drawing of buildings in two-point perspective.
Specific Objectives:
1. Define linear perspective.
2. Demonstrate one-point perspective, with shading.
3. Demonstrate two-point perspective, with shading.
4. Create a fully shaded drawing of buildings in two-point perspective, including windows,
doors, sidewalks, roads, and landscape.
Preparation
TEKS Correlations:
§130.88
(1) The student applies academic knowledge and skills in art and design projects. The student is
expected to:
(B) apply mathematics knowledge and skills by identifying whole numbers, decimals,
and fractions applied to measurement and scale; demonstrating knowledge of
arithmetic operations; using conversion methods such as fractions to decimals and
inches to points; and applying measurement to solve a problem.
(2)
The student understands professional communications strategies. The student is expected
to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(D) present formal and informal presentations; and
(E) apply active listening skills.
(11) The student develops an increasing understanding of graphic design and illustration. The
student is expected to:
(C) interpret, evaluate, and justify design decisions;
(D) conduct oral or written critiques of designs by:
(i)
applying a critical method of evaluation;
(ii) communicating an oral or written defense; and
(iii) evaluating oral or written feedback;
(F) employ a creative design process to create original two- or three-dimensional
projects by:
(i)
creating designs for defined applications;
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
1
(ii)
(iv)
(vi)
applying elements of design;
using good composition; and
demonstrating drawing in one-point, two-point, and multi-point perspective.
Interdisciplinary Correlations
Fine Arts:
117.52 (c)
(3) Historical/cultural heritage. The student demonstrates an understanding of art history and
culture as records of human achievement. The student is expected to:
(A) compare and contrast historical and contemporary styles, identifying general themes
and trends;
(B) describe general characteristics in artworks from a variety of cultures; and
(C) compare and contrast career and avocational opportunities in art.
Instructor
References:
 www.cartage.org.lb/en/themes/Arts/drawings/PerspectiveDrawing/Perspective.htm
 D’Amelio, Joseph. (2004). Perspective Drawing Handbook. Mineola, NY: Dover Publications
 Research other online references for drawings and sketches in both one and two-point
perspective
Instructional Aids:
1. Slide presentations:
 Perspective – Historical
 Perspective Notes
 One-Point Perspective
 Two-Point Perspective
 Drawing Buildings in Two-Point Perspective
2. Writer-Created Perspective Handouts:
 One-Point Perspective
 Two-Point Perspective
3. Perspective Rubric
Materials Needed:
Copies of the two handouts and the Perspective Rubric
Drawing paper:
 Two sheets 8”x10” or 9”x12” paper per student, or similar size
 One sheet of 20”x 24” white drawing paper per students, or similar size
 Scrap strips of paper for two-point perspective ‘wings’
Rulers:
 One 12” ruler per student for small drawings of boxes
 One 24” or 36” ruler per student (for economy you may cut mat board down to 2” x 20”,
30” or 36” strips, one per student) all students need is a straight edge to draw straight
lines, it does not have to be a ruler.
Drawing pencils 2B and 4B
Art Erasers
Masking tape
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
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Various books, magazines or online resources with building images for student reference
Equipment Needed:
Computer with appropriate software for slide presentation
Projector
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
Perspective is a graphic system that creates the illusion of depth and volume on a
two-dimensional surface. Artists use six main techniques to give their artworks
perspective.
(1) Overlapping objects: one object covers part of a second object and the first
object seems to be closer to the viewer.
(2) Size differences: large objects appear to be closer to the viewer than small
objects.
(3) Objects at different levels on the picture plane: Objects that are lower on the
picture plane appear closer to the viewer than objects placed further up on the
picture plane.
(4) Detail differences: Things that are further away have less detail.
(5) Alter the value and intensity of colors: Objects further away are less vivid, duller,
or flatter in color.
(6) Incorporate converging lines to show distance and depth.
To create the illusion of forms and depth, artists must try to represent the way we
perceive things in real life.
ASK: How did artists portray space before perspective was developed?
[Begin the outline by opening the Perspective – Historical slide presentation.]
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I.
Open Perspective –
Historical slide presentation
and show to students.
Define linear perspective.
A. History
1. Art before perspective
2. First perspective – Fillipo Brunelleschi
and Masaccio
3. 15th Century – Leonardo,
Michelangelo, Raphael, Botticelli,
Donatello, and Titian
B. Components
1. Vanishing points.
2. Horizon line
3. Picture plane
C. Background/middle ground/foreground
D. Types
Then open Perspective
Notes and Samples
presentation and go through
the concepts.
ASK: What are the major
differences between oneand two-point perspectives?
[The number of vanishing
points, location of vanishing
points, amount of distortion in
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
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II.
III.
1. One-point perspective
2. Two-point perspective
E. Finishing
1. Cleanup
2. Shading
object]
Demonstrate one-point perspective, with
shading.
A. Draw eight boxes around the edges of
the paper
B. Connect the points of each box to the
vanishing point.
C. To create tops and bottoms to the boxes,
select how deep you want them to be and
draw a line parallel to the closest side of
the box itself.
D. Clean up the boxes by erasing extra
lines.
E. To shade the boxes, select a direction of
light. Sides of the boxes that are closer to
the light are lighter. The further away
from the light, the darker. Shade the
boxes using graded values.
F. Finish shading. Clean up any smudges.
Distribute One-Point
Perspective handout.
Demonstrate two-point perspective, with
shading.
A. Draw nine vertical lines.
B. Connect the top of each line to the
vanishing points.
C. Connect the bottom of each line to the
vanishing point, just as you do the top.
D. Cut off the sides of your boxes using your
ruler to make sure the lines are parallel to
the first (corner) line you started with.
E. To make the tops and bottoms of the
boxes, you will connect to the opposite
vanishing point.
F. Clean up the boxes by erasing extra lines.
Choose a direction light is coming from
and shade the boxes using graded
values.
Distribute the Two-Point
Perspective Handout.
Students will require more
help with this than the onepoint boxes. Make sure you
do not go too fast.
Have students create eight
boxes in one-point
perspective with shading.
Begin with guided practice,
the teacher will work on the
board and the students will
work along with the teacher.
Give students time to
practice shading on the
boxes. Those students who
do not finish the shading may
take it home for homework
and bring it back completed
the next class period.
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
4
IV.
Create a fully shaded drawing of
buildings in two-point perspective,
including windows, doors, sidewalks,
roads, and landscape.
A. Brainstorm different types of buildings and
constructions that will fit with two-point
perspective.
1. Students will create a thumbnail of a
construction they want to draw on the
large paper.
2. To save time, they do not shade the
thumbnail.
B. Begin the large drawing with placing the
vanishing points and a sketch of the
building parts.
C. Add extensions to their paper to have the
vanishing points off the picture plane. This
will allow the drawing to be larger and
have less distortion.
D. Add details and finally shade the drawing,
including background details and
landscape.
Keep checking visually to
make sure they understand
the difference between oneand two-point perspective.
Determine in advance the
number of building parts and
details you want included in
the completed drawing. You
might consider asking for five
buildings/building parts such
as tiers, balconies; major
parts. Roads, sidewalks,
windows, doors etc… and
additional details to be added
as needed.
Application
MI
Guided Practice (LSI Quadrant III):
Students will work through the One-Point and Two-Point Perspective Handouts while
the teacher demonstrates at the front of the classroom. Students will complete a
one-point perspective with shading and a two-point perspective with shading with
teacher guidance and direction.
MI
Independent Practice (LSI Quadrant III):
Students will create a two-point perspective of buildings and will finish the drawing
with building details, landscaping, and shading.
Summary
MI
Review (LSI Quadrants I and IV):
Use questioning strategy to review perspective procedures.
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Visually check students’ drawing for accuracy and redirect students as needed.
MI
Formal Assessment (LSI Quadrant III, IV):
At end of unit, hang up all drawings and do a group critique on the success of the
perspective drawings. Have students choose a first, second, and third place as well
as “best shading” and “best use of space” and, if you like, “most creative.” Have
students refer to the rubric for grading guidelines. Use the rubric to evaluate
projects.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):




As a sketchbook assignment, have the students draw the interior of their room in
two-point or one-point perspective.
Students will use perspective in future graphic design projects.
Students, who are particularly gifted in perspective, should consider entering
drawing competitions to gain experience and build their resumes.
Exceptional examples should be saved for student portfolios.
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
6
One-Point Perspective
Rules to remember:
1. Vanishing points stay on the horizon line.
2. All receding parallel lines go to a vanishing point.
3. Do not draw across another line.
Step 1: Draw eight boxes around the edges of the
paper. Imagine a horizon line across the center of
the page. Place a vanishing point in the middle of
the imaginary horizon line.
Step 2: Connect the points of each box to the
vanishing point. Don’t draw the line all the way to
the vanishing point, stop after a few inches. This will
save you a lot of erasing later. Never draw through
the box or over another line.
Step 3: To create tops and bottoms to the boxes,
select how deep you want them to be and draw a
line parallel to the closest side of the box itself.
Notice the boxes position around the horizon line
and the number of sides you can see!
Step 5: To shade the boxes, select a direction of
light. Sides of the boxes that are closer to the light
are lighter. The further away from the light, the
darker. Shade the boxes using graded values.
Step 6: Finish shading the boxes, clean up any
smudges.
Vanishing
point
Step 4: If the lines are not parallel to the first line,
the boxes will look like they have been run over by a
delivery truck! Clean up the boxes by erasing
extra lines.
(Crooked line!)
*
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Two-Point Perspective
Rules to remember:
1. Vanishing points stay on the horizon line.
2. All receding parallel lines go to a vanishing point.
3. Do not draw across another line.
Step 1: Draw nine vertical lines. These vertical
lines represent the corners of the boxes you are
creating. Imagine a horizon line across the center of
the page. Place a vanishing point on the extreme
left and right edges of the imaginary horizon line.
Step 4: Cut off the sides of your boxes using your
ruler to make sure the lines are parallel to the first
(corner) line you started with. If the lines are not
parallel to the first line, the boxes will look like they
have been run over by a delivery truck.
Step 2: Connect the top of each line to the
vanishing points. Don’t draw the line all the way to
the vanishing point; stop after a few inches. This will
save you a lot of erasing later.
Step 3: Connect the bottom of each line to the
vanishing point, just as you do the top.
Step 5: To make the tops and bottoms of the boxes,
you will connect to the opposite vanishing point.
Your lines will cross, forming the top or bottom.
Step 6: Clean up the boxes by erasing extra lines.
Choose a direction light is coming from and shade
the boxes using graded values.
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Perspective Rubric
Criteria
Composition
Shading
Proportions
Class
Participation
On Time
20 pts
15 pts
10 pts
5 pts
Interesting
composition, full
use of space,
great flow,
dynamic
Traditional
composition, full
use of space,
limited flow
Traditional
composition but
lacking full use
of space,
average flow,
lacking dynamics
Lacking thought
in composition,
too much/little
negative/positive
space, lacking
flow and
dynamics
No thought to
composition or
use of space.
Student draws
where ever
pencil falls.
Full shading on
drawing with a
finished look.
Clean highlights,
well defined
details.
Drawing looks
good but
shading could be
pushed further.
Clean highlights.
Details are
defined.
Shading could
be pushed much
further.
Highlights are
muddy. Lack of
detail.
Bland shading,
few dark areas
and lack of detail,
buildings are
generic.
Shading is
mostly in the
light to
nonexistent
range. Details
are crude and
undefined.
Accurate
proportions in
one- and twopoint
perspectives.
Proportions in
one- and twopoint
perspectives are
good with minor
flaws.
Proportions in
one- and twopoint
perspectives are
off.
Proportions in
one- and twopoint
perspectives are
off. Unable to
stay in one
perspective.
Details left
unfinished,
perspectives are
way off. Work
shows little care
for accuracy.
Hard working
student; goes
beyond class
time to create
work. Works
throughout class
time; is prepared
for class.
Student works
throughout class
period. Is always
prepared for
class.
Student has to
borrow some
supplies, does
not remain on
task for entire
class period.
Student chooses
not to work
during class
period; loses
supplies or
breaks supplies.
Can be
disruptive.
Lack of
participation, no
supplies in class,
is disruptive.
Art work is
finished on time
and turned in
clean and ready
to hang.
Art work is
turned in clean
and ready to
hang but may be
a day late.
Art work is
turned in clean
and ready to
hang but may be
more than a day
late.
Art work is
several days late
and turned in
messy.
Art work is
unfinished, late,
and turned in
messy and or
torn.
TOTAL POINTS:
AAVTC: Graphic Design & Illustration: Linear Perspective
Copyright © Texas Education Agency, 2012. All rights reserved.
9
0 pts