PLEASANT VALLEY SCHOOL DISTRICT
PLANNED COURSE CURRICULUM GUIDE
PRECISION DRAWING
GRADES 9-12
I.
COURSE DESCRIPTION AND INTENT:
Students will use precise methods of drawing objects from multiple viewpoints. The
course will implement the use of a compass and ruler to directly apply mathematical
constructions. An exploration of perspective teaches students how to create the
illusion of depth in order to help students define objects in space.
II.
INSTRUCTIONAL TIME:
Class Periods: Six (6) per six (6) day cycle
Length of Class Periods (fifty-six minutes):56 minutes
Length of Course: One (1) Quarter
Unit of Credit: .5
Updated: June 2014
(New format - 3-2012)
COURSE: Precision Drawing
 STRAND:
 9.1. Production, Performance and
Exhibition of Visual Arts
 9.2. Historical and Cultural Contexts
 9.3. Critical Response
 9.4. Aesthetic Response
GRADE(S): 9-12
TIME FRAME: One (1) Quarter
1
PA ACADEMIC STANDARDS
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9.1.12.A.B.C.D.E.G.H.I.J.K.- Production, Performance and Exhibition of Visual
Arts
9.2.12.B.C.E.F Historical and Cultural Contexts
9.3.12.A.B.E.G.- Critical Response
9.4.12A.B.C.D. Aesthetic Response
CC.1.3.9–10.I
Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grade level reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.9–10.J
Acquire and use accurately grade‐appropriate general academic and
domain‐specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
ASSESSMENT ANCHORS
Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
RESOURCES

Art examples and slides.
Materials:
 Basic mechanical drawing tools
 Teacher designed worksheets
 Portfolio
OBJECTIVE 1
The learner will become oriented with the definition, derivations, importance, and uses of
the terms and tools for precise drawing.
ESSENTIAL CONTENT
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Cite the need for precise and standard drawings in a technological world.
Become familiar with precision drawing instruments
Demonstrate the standard layout for drawing plates
Understand the purpose of the architect’s scales
Measure and draw lines using the architect’s scale
Explain the need to scale a drawing
INSTRUCTIONAL STRATEGIES
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Provide examples of professionally drawn “plans” and “patterns” to help illustrate
how various industries communicate technical information
Provide handout with names and uses of tools
Name, explain and demonstrate each of the following technical instruments: (a)
drawing board, (b) T-square, (c) 30⁰/60⁰/90⁰ triangle, (d) 45⁰ triangle, (e) compass,
(f) protractor, (g) eraser shield, (h) architect’s scale
Use examples such as a map or floor plan of a house to help explain the need to
down-size the actual measurements.
ASSESSMENTS
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Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
CORRECTIVES/EXTENSIONS
Correctives:
 Review using a scale to find basic divisions of an inch
Extensions:
 Research alternative methods used in industry to create precise drawings
COURSE: Precision Drawing
 STRAND:
 9.1. Production, Performance and
Exhibition of Visual Arts
GRADE(S): 9-12
TIME FRAME: One (1) Quarter
2
PA ACADEMIC STANDARDS



9.1.12.A.B.C.D.E.G.H.I.J.K.- Production, Performance and Exhibition of Visual
Arts
CC.1.3.9–10.I
Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grade level reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.9–10.J
Acquire and use accurately grade‐appropriate general academic and
domain‐specific words and phrases; gather vocabulary knowledge when
considering a
word or phrase important to comprehension or expression.
ASSESSMENT ANCHORS



Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
RESOURCES

Art examples and slides.
Materials:
 Basic mechanical drawing tools
 Teacher designed worksheets
 Portfolio
OBJECTIVE 2
The learner will be able to use correct lettering and numbering to set up a basic drawing
plate.
ESSENTIAL CONTENT
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Construct vertical and horizontal guidelines
Use correct spacing between letters, words and lines
Use advantageous lettering strokes
Recognize precision drawing lettering styles
Print inclined and vertical lettering and numerals
Cite basic format for a standard drawing plate
Complete a correctly formatted drawing plate
INSTRUCTIONAL STRATEGIES
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Provide standard rules for spacing and printing letters and numerals
Provide rules for the set-up of a basic drawing plate.
Furnish a handout containing lettering and numerals along with a simple 2dimansional shape to be completed as Plate #1
ASSESSMENTS
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

Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
CORRECTIVES/EXTENSIONS
Correctives:
 Provide additional practice sheet
Extensions:
Find examples of architectural drawings to compare differing styles of plate set-up
COURSE: Precision Drawing
 STRAND:
 9.1. Production, Performance and
Exhibition of Visual Arts
GRADE(S): 9-12
TIME FRAME: One (1) Quarter
3
PA ACADEMIC STANDARDS






9.1.12.A.B.C.D.E.G.H.I.J.K.- Production, Performance and Exhibition of Visual
Arts
CC.1.3.9–10.I
Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grade level reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.9–10.J
Acquire and use accurately grade‐appropriate general academic and
domain‐specific words and phrases; gather vocabulary knowledge when
considering a
word or phrase important to comprehension or expression.
ASSESSMENT ANCHORS
Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
RESOURCES

Art examples and slides.
Materials:
 Basic mechanical drawing tools
 Teacher designed worksheets
 Portfolio
OBJECTIVE 3
The learner will exhibit an understanding of the basic orthographic drawing procedures.
ESSENTIAL CONTENT
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Interpret objects or pictorials of objects into projected “orthographic” (separated)
views
Apply “extension” lines and “dimensioning” lines to the above views
Complete several orthographic drawing plates
Correctly label the size of each element within the drawing plate
Complete an Auxiliary View drawing of an object
INSTRUCTIONAL STRATEGIES
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Use a sample pictorial drawing along with a three-dimensional model to demonstrate
how to correctly divide the object into its top, front and side views.
Explain and demonstrate the standard application of “extension” and ‘dimension”
lines to drawing in order to provide size descriptions
Demonstrate appropriate location for dimensions on a drawing plate
Show the need to complete an Auxiliary View drawing of an object which has angled
sides that would appear distorted in a typical front or side view projection.
ASSESSMENTS



Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio.
CORRECTIVES/EXTENSIONS
Correctives:
 Use a three dimensional model to help visualize the object being drawn
Extensions:
 Complete additional extra credit orthographic plates
 Construct a 3-dimensional model of the extra credit drawing plate
COURSE: Precision Drawing
 STRAND:
 9.1. Production, Performance and
Exhibition of Visual Arts
GRADE(S): 9-12
TIME FRAME: One (1) Quarter
4
PA ACADEMIC STANDARDS






9.1.12.A.B.C.D.E.G.H.I.J.K.- Production, Performance and Exhibition of Visual
Arts
CC.1.3.9–10.I
Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grade level reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.9–10.J
Acquire and use accurately grade‐appropriate general academic and
domain‐specific words and phrases; gather vocabulary knowledge when
considering a
word or phrase important to comprehension or expression.
ASSESSMENT ANCHORS
Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
RESOURCES

Art examples and slides.
Materials:
 Basic mechanical drawing tools
 Teacher designed worksheets
 Portfolio
OBJECTIVE 4
The learner will complete a section drawing of an object.
ESSENTIAL CONTENT
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Complete a full section drawing of an object
Draw “cutting planes” and “section” lines
INSTRUCTIONAL STRATEGIES
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Provide explanations and examples of the techniques of “cutting plane” and
“sectioning” – how to depict hidden details when simple hidden lines do not
satisfactorily communicate the complexity within the individual object’s outer form.
Show examples of other sections including “half” section, “offset” section and
“revolved” section.
ASSESSMENTS



Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio.
CORRECTIVES/EXTENSIONS
Correctives:
 Use a three dimensional model to help visualize the object being drawn
Extensions:
 Complete additional extra credit section plates
 Construct a 3-dimensional model of the extra credit drawing plate
 Construct a 3-dimensional model of the extra credit drawing plate
COURSE: Precision Drawing
 STRAND:
 9.1. Production, Performance and
Exhibition of Visual Arts
GRADE(S): 9-12
TIME FRAME: One (1) Quarter
5
PA ACADEMIC STANDARDS






9.1.12.A.B.C.D.E.G.H.I.J.K.- Production, Performance and Exhibition of Visual
Arts
CC.1.3.9–10.I
Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grade level reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.9–10.J
Acquire and use accurately grade‐appropriate general academic and
domain‐specific words and phrases; gather vocabulary knowledge when
considering a
word or phrase important to comprehension or expression.
ASSESSMENT ANCHORS
Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
RESOURCES

Art examples and slides.
Materials:
 Basic mechanical drawing tools
 Teacher designed worksheets
 Portfolio
OBJECTIVE 5
The learner will complete pictorial drawings of an object
ESSENTIAL CONTENT
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Translate orthographic views into “oblique” solids (pictorials).
Translate orthographic views into “isometric” solids (pictorials).
Translate orthographic views into “linear perspective” solids (pictorials).
INSTRUCTIONAL STRATEGIES
Oblique Drawing
 Define the term “Oblique” pictorial drawing is based on an axis in which one angle is
always 90⁰ while the other two may be any convenient combination of 270⁰.
 Explain that oblique is comparable to one-point linear perspective.
 Demonstrate how to draw oblique view drawings
Isometric Drawing
 Define the term “Isometric” as equal measure, characterized by the three equal angles
of the isometric axis in drawing
 Explain that Isometric is comparable to two-point linear perspective.
 Demonstrate how to draw isometric view drawings
Linear Perspective
 Define Linear perspective as the truest depiction of three dimensional forms
 Demonstrate the difference between one-point, two-point and three-point linear
perspective.
 Through demonstrations on the chalkboard, the students are introduced to the concept
of “linear perspective” (diminishing size relationships in special drawings)
 Demonstrate each of the following components of linear perspective: Horizon Line,
Station Point, Vanishing Point, Measuring Points, Primary Corner (vertical measuring
line), Receding horizontal Structure Lines, Ground Line (horizontal measuring line),
Station Point.
 Have the students practice each of the above perspective features.
ASSESSMENTS



Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio.
CORRECTIVES/EXTENSIONS
Correctives:
 Use a three dimensional model to help visualize the object being drawn
Extensions:
 Complete additional extra credit orthographic plates
 Complete a “schematic” or “exploded view” assembly drawing
COURSE: Precision Drawing
 STRAND:
 9.1. Production, Performance and
Exhibition of Visual Arts
 9.2. Historical and Cultural Contexts
 9.3. Critical Response
9.4. Aesthetic Response
GRADE(S): 9-12
TIME FRAME: One (1) Quarter
6
PA ACADEMIC STANDARDS









9.1.12.A.B.C.D.E.G.H.I.J.K.- Production, Performance and Exhibition of Visual
Arts
9.2.12.B.C.E.F Historical and Cultural Contexts
9.3.12.A.B.E.G.- Critical Response
9.4.12A.B.C.D. Aesthetic Response
CC.1.3.9–10.I
Determine or clarify the meaning of unknown and multiple‐meaning words and
phrases based on grade level reading and content, choosing flexibly from a
range of strategies and tools.
CC.1.3.9–10.J
Acquire and use accurately grade‐appropriate general academic and
domain‐specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
ASSESSMENT ANCHORS
Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio
RESOURCES

Art examples and slides.
Materials:
 Basic mechanical drawing tools
 Teacher designed worksheets
 Portfolio
OBJECTIVE 6
The learner will utilize different precision drawing techniques to design an original object
such as a child’s toy as a final, summative project.
ESSENTIAL CONTENT
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Sketch ideas for an original item such as a tool or a child’s toy
Complete all necessary orthographic drawings with dimensions for that object
Complete a pictorial drawing of that object
INSTRUCTIONAL STRATEGIES
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Show examples of wooden children’s toys that could be drawn with precise
measurements.
Show examples of past students projects
Review the need to use an appropriate scale to convert the size of a larger object to fit
the working space of the drawing paper.
ASSESSMENTS



Teacher designed test and/or quizzes.
“Plates” designed to demonstrate knowledge of the concepts taught.
Portfolio.
CORRECTIVES/EXTENSIONS
Correctives:
 Identify objects which would be reasonable to complete in the time given
Extensions:
 Complete a 3-dimensional model of the toy