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High [9th-12th] Lesson Plan

Perspective for High Schoolers

Created on January 30, 2013 by StephForney

The lesson takes students through the lesson of perspective. Students learn vocab, how-to, and tools of the trade. There's a checklist of student goals for the project.

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10 sessions; 45 minutes per session

1. SWBAT draw forms in 1 pt. perspective
2. SWBAT draw forms in 2 pt. perspective
3. SWBAT draw forms in a rough draft and final drawing showing depth, overlapping, repetition.
4. SWBAT evaluate each other's drawings and critique using the standard 4-part critique process
5. SWBAT self-evaluate their work through a written reflection.

Sketchbook to do lessons, thumbnails, and take notes.

12x18" white drawing paper

graphite pencils (2B/HB/2H minimum)

Light table or windows to trace

Triangle or T-square


Templates, Compasses, etc. to help draw ellipses, circles, etc.

Need these materials? Visit Blick!

1. Students will watch the Perspective PowerPoint (see attached) and take notes on vocabulary, tools, methods, processes, and history.
2. Show examples of Master and Previous Student work for inspiration.
3. Students practice drawing a Cube in 1 point perspective.
4. Students practice drawing a Cube in 2 point perspective.
5. Students continue practicing forms in 2 pt. perspective (all practice drawings are done in their sketchbook) - Cube
- Sphere
- Cylinder
- Ellipse
- Pyramid
- Cone
6. Students learn about new vocabulary - Thumbnail, Depth, Overlapping, Repetition, Composition.
7. Students draw 2 thumbnail drawings in their sketchbooks (1/2 page each). Showing all the new vocab words and using a minimum of 3 forms.
8. Students get thumbnail drawing approved and move on to drawing the rough draft of their perspective drawing.
9. Students finish their rough draft and then trace it onto clean paper for a final copy to shade.
10. Students learn all shading vocab and how to use pencil shading, highlights, shadows, and cast shadows to shade their drawing.
11. Students shade their final drawing after practicing their shading techniques on their rough draft drawing.
12. Students critique their work verbally with peers and teacher
13. Students write a reflection critique based on their own work in their sketchbook.

- Vocabulary/Perspective Test
- Shading and Perspective practice drawings are graded on a point system.
- Final project graded on a point-based rubric.
- Self-Assessment reflection is graded on a point system
- Critique participation with valuable verbal communication is graded on a point system. for vocabulary definitions

Great beginning piece. I've done this same lesson to create words in text, abstract landscapes, hallway realism drawings, and still life drawings.


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

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

Visual Arts Standard 2:
Using knowledge of structures and functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

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

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 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

M.C. Escher, Leonardo da Vinci

Ancient Rome, Contemporary Realism, Photorealism, Realism

Balance, Emphasis, Form, Line, Proportion/Size, Shape, Variety

Drawing, Graphite, Pencil