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High [9th-12th] Lesson Plan

Perspective Cities and Interiors

Created on October 30, 2016 by StephieArtTeacher

A basic lesson for teaching high school art one point perspectives. Students learn the basics of the technique and create either a 1 pt city or a 1 pt interior of a room in a house.

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5 sessions; 50 minutes per session

1. SWBAT implement learned perspective techniques into a drawing.
2. SWBAT use art elements to complement their pieces.
3. SWBAT accurately measure lines to a single vanishing point.

1. Paper
2. Pencils
3. Erasers
4. Rulers
5. Inking pens
6. Colored Pencils
7. References of perspectives to use as a guide.

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1. Lesson one, demonstrate on an Elmo/Camera device or on the board the basics of perspective one point. If you are unfamiliar with this concept, there are many how-to clips online. Walk them through drawing out the horizon line, placing the vanishing point, and how things must be measured to the single pt to accurately create the illusion of the picture receding into the distance.
2. Let students practice until they get the hang of it.
3. Students must create a city scene or an interior of a building with an accurate 1 pt perspective.
4. Once it is drawn out, students must ink their lines and color it in with colored pencil.
5. Let students be as creative as they want, pictures may be realistic or fantasy.

Students are assessed on the accuracy of their angles being measured to the point and the effectiveness of the piece. Students are also assessed on their creativity put into the drawing.

I always use this lesson when we do our drawing units because even those students who are not strong at drawing can get an effective piece as long as they follow the directions. Some are better at this than others, it can be hard for students to wrap their brain around it. I do constant monitoring and demonstrations so they stay on task and so they can understand it.


Visual Arts Standard 1:
Understanding and applying media, techniques, and processes

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Visual Arts Standard 2:
Using knowledge of structures and functions

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

Visual Arts Standard 6:
Making connections between visual arts and other disciplines

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis
[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space, Texture, Unity/Harmony, Variety

Architecture, Colored Pencil, Crayon, Drawing, Ink