BUCKEYE UNION HIGH SCHOOL
FINE ARTS – ADVANCED 3D DESIGN
PERSPECTIVE SCULPTURE
Eight 90-Mintue Classes
OVERVIEW
The discovery of perspective during the Renaissance was a major breakthrough in art. Artists and architects could not accurately depict structures
as they would appear to the eye. Perspective is a very important concept to understand as an artist and in this lesson students will be learning the
basics of perspective drawing and turn them in to relief sculptures.
STANDARDS
Arizona State Visual Arts Standards
 Strand 1: Create
o Concept 1: Creative Process
 PO 401: Develop and revise plans for own artwork and select the best option
o Concept 2: Materials, Tools, and Techniques
 PO 401: Demonstrate a mastery of skill in selected media in own artwork
o Concept 3: Elements and Principles
 PO 401: Initiate, define and solve complex compositional problems
o Concept 4: Meanings and Purpose
 PO 401: Create original works that communicate substantial meaning or achieve intended purpose (cultural, spiritual,
political, personal, commercial)
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OBJECTIVES
Know the terminology and steps to creating a drawing in 1, 2, and 3 point perspective
Create a drawing of their own design that uses 1, 2, or 3 point perspective at a proficient level
Translate their drawing into a relief sculpture using basic shapes and layers at a proficient level
Execute sculptural work with a high level of craftsmanship and technical skill in the construction and finishing of the piece
PPT – Steps to Perspective
Sketchbook
Pencil
Newsprint – 12x18 paper
MATERIALS/RESOURCES
Cardboard
Foamboard
Xacto Knives
Paint
Brushes
Glue – Hot glue, rubber cement
Wire
ANTICIPATORY SET
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What is perspective? (Discuss)
Introduce students to a history of perspective
o Who created it and why?
o What’s the purpose?
DIRECT INSTRUCTION
Walk students through the steps to creating 1 point perspective, emphasizing the key terms:
o Vanishing point, horizon lines, converging lines
o Start with the face of the object to be drawn, then use the converging lines from the corners/edges to create the illusion of depth
o Finish the objects with “end lines” to show where the object ends
Draw 6 boxes (3 on left, 3 on right of vanishing point) above and below the horizon line to practice 1 point perspective
Next, show students 2 point perspective
o Start with the corner of the object
o Draw converging lines to BOTH vanishing points from the top and bottom of the corner
o Create the “end lines” to show the depth of the object, then cross the top/bottom of the line to opposite vanishing point to create the
top/bottom of the object
Draw 6 boxes (3 on left, 3 on right of vanishing point) above and below the horizon line to practice 2 point perspective
Finally, I will teach students 3 point perspective
o Start with the corner again
o The top/bottom of the object will go to the two horizontal vanishing points
o The “end lines” will converge to the single vertical vanishing point
o Create the top/bottom of the object by crossing the lines to the opposite vanishing points
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Draw 4 boxes (3 on left, 3 on right of vanishing point) above and below the horizon line to practice 3 point perspective
GUIDED PRACTICE
Students will design a scene that uses 1, 2, or 3 point perspective.
The scene that the students develop can be any type of scene, but it must:
o demonstrate their knowledge and understanding of perspective drawing
o Contain at least 5 objects that use the steps to perspective
DIRECT INSTRUCTION
After completing their technical drawing students will use the drawing as a template to create their relief sculpture
Show students the work of David Sossloff to allow them to see how to translate their drawings into relief sculptures
Demonstrate how this translation takes place
o Show students a photograph with simple 1 point perspective (or teacher example)
o Work back to front: Start with the objects furthest from the viewer and determine the shape of that object(s)
 Make appropriate measurements in the drawing and transfer them to a piece of cardboard or foamboard
 Cut out shape and place on cardboard base.
 DO NOT GLUE! The whole sculpture will be dry stacked first to make sure everything fits and works together
o Move to the next level in the picture and determine those shapes
 Repeat measurement, transfer, cutting, and stacking process
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GUIDED PRACTICE
After the demo, students will begin evaluating their drawings to determine the different levels and shapes they will need to make
Begin measuring, transferring, cutting and dry stacking their shapes
Once all “layers” have been made, students will evaluate the relief sculpture to make sure it is in proper perspective and that all layers and
objects are present
Next, students will glue the layers together to create one solid relief sculpture
After all layers have dried students will finish the sculpture with acrylic paint and any other objects they feel are necessary to complete the
illusion and sculpture
Finally, we will hot glue a wire to the back of the sculpture so that it can be displayed on a wall.
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ADAPTATIONS
Construction: Limit the size of the final project and/or minimize detail work to simplify the piece
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Practice Perspective Drawings (Observation)
Perspective Drawing (Rubric)
Perspective Low Relief (Rubric)
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ASSESSMENT
Developed by Nicholas Gratzl – Art Teacher – Buckeye Union High School 2013