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Unit Plan: The Danger of a Single Perspective

University of North Texas
Art Education
I. Lesson Number: Lesson 1
Grade Level: High School. Course: Art 1
Title: What is perspective?
Duration: 1 week, 5 sessions, 50 minute classes.
II. Lesson Rationale:
Students will practice drawing skills and technique one-point perspective using either graphite
or charcoal mediums, while also discovering and discussing a current issue within society.
III. Key Concepts:
One-point Perspective and Culture.
IV. Essential Questions:
1. What is one-point perspective?
2. What are the steps for creating a one-point perspective drawing?
3. What current issues are you interested in?
V. Lesson Objectives:
Student will be able to discuss key components to a one-point perspective drawing.
Student will be able to construct a one-point perspective drawing using a horizon line,
vanishing point, and orthogonal lines while showing depth and considering composition.
Students will be able to identify and interpret a current social issue through the use of one-point
perspective drawing.
VI. Specific Art Content:
Students will identify key components of one-point perspective drawing, while considering
composition, depth and atmospheric perspective. Students will practice basic drawing skills
with graphite pencils and will be able to identify key historical works dealing with one-point
perspective.
VII. Resources & Materials for Teacher:
Projector, ruler, handouts (3), newspapers.
Power point on one-point perspective.
VIII. Resources & Materials for Students:
Sketchbooks, rulers, pencil, eraser, and computer/iPad.
IX. Instruction and Its Sequencing:
1st Day of the Lesson
1. Lesson Objectives:
. Student will be able to identify key components to a one-point perspective drawing, while
discussing the importance and need for one-point perspective along with referencing key
historical artworks using one-point perspective techniques.
2. Introduction/Motivation:
Teacher will begin class by displaying and comparing two works of art, Raphaels The
Marriage of the Virgin and 1614 Old St. Pauls Cathedral, one using the technique of onepoint perspective drawing and one not using it. What is the difference between these two
works? Which of these two works seems more believable to you? After a short class
discussion on the works, Teacher will present a PowerPoint over one-point perspective.
Towards the end of the PowerPoint, Teacher will pass the handout for the day.
Key definitions:
o Perspective: the creation of the illusion of depth in a two-dimensional image by using
mathematical principles

o Linear Perspective: a system using imaginary sight lines to create the illusion of depth
o Vanishing point: the point in a work from art at which imaginary sight lines appear to
converge, suggesting depth
o Horizon line: the place where the land and the
o Orthogonals: imaginary sightlines extending from forms to the vanishing point
3. Guided Practice
The PowerPoint has a variety of sides that incorporate student participation, such as identifying
perspective, linear perspective, horizon lines, vanishing points, and orthogonal. We will work
through the handout over one-point perspective together.
4. Independent Practice
After the PowerPoint is over, and students have finished the first hand out. Teacher will pass
out another handout that the students are the complete on their own with the remaining time
and taking it home to finish.
5. Closure
Before leaving class teacher will ask the students attempt to identify one-point perspective in
their daily lives before the next day.
6. Formative Evaluation
Teacher will look over the 1st handout that students were to return before leaving class to see if
the understanding is there so teacher can proceed with the lesson or clarify issues the beginning
of the next class.
7. Classroom Management Procedures
Students will be able to sit in their seats and take notes on the PowerPoint and raising their
hands to participate in the lecture.
2nd Day of the Lesson
1. Lesson Objectives:
. Student will be able to practice the techniques and skills discussed in the previous class
2. Introduction/Motivation:
Teacher will begin class by directing the students to turn in handout 2 and ask the students if
there was any trouble or questions about the handouts.
3. Guided Practice
Teacher will then quickly go over handout 2 on the board in front of the class. While students
are working on their one-point perspective interior drawings, teacher will walk around and
check on everyones drawings to see if anyone needs any more guidance.
4. Independent Practice
After making sure all the students feel confident about the handouts, students will spend the
remaining of the time practicing one-point perspective drawing throughout the school in their
sketchbooks.
5. Closure
Before leaving class students will have to get their one-point perspective interior drawings
checked and make sure their area is clean. Teacher will also ask the students to being a
newspaper to class the next day for Project 1 of this Unit.
6. Formative Evaluation
After checking handout 2 and the students in-class one-point perspective drawing, teacher will
determine whether I believe the students comprehend the instructed information well enough to
proceed.
7.Classroom Management Procedures

Students will be asked to sit down in their seats while we go over handout 2 and then must get
their desired location for their interior one-point perspective drawing verified and also checked
before leaving class with a clean area.
3rd Day of the Lesson
1. Lesson Objectives:
. Student will be able to identify a current issue and conduct research into that topic.
2. Introduction/Motivation:
Everything we hear is an opinion, not a fact. Everything we see is a perspective, not the truth.
Marcus Aurelius
Teacher will begin class by asking students to pick an article from either their newspaper or
other in which they are interested.
3. Guided Practice
Teacher will make sure that everyone has a newspaper and provide questions to be answered
about their topic.
Questions on the board:
Summarize your article. What is the main issue of your article? What is the main setting
for your article? Why does this article interest you?
After students have answered the questions on the board about their article/topic, Teacher
will introduce Project 1, with a PowerPoint.
For project 1, students must complete a graphite 18x24in one-point perspective
drawing with process shown (horizontal line, vanishing point, and orthogonal) of
the setting (perspective) presented in their chosen article.
4. Independent Practice
Students must find their article and answer the questions listed on the board in their
sketchbooks. After answering the questions students will spend the remaining of the class
sketching out their setting.
5. Closure
Before leaving class students must get their article and setting approved. Students may begin
working on their project at home before class the next day.
6. Formative Evaluation
Teacher will check to make sure every student has picked out an article and has worked out the
setting their will depict.
7. Classroom Management Procedures
Students will be required to stay seated for the class and raise their hands for any questions
over presentation or project.
4th and 5th Day of the Lesson
1. Lesson Objectives:
. Student will be able to construct a graphite one-point perspective drawing depicting the
setting and perspective of topic presented in the article of their choosing.
2. Introduction/Motivation:
Teacher will instruct students that they have the whole period to work on their projects and go
over the guided questions for students to consider while working. Then teacher will ask if
anyone has any questions regarding their specific article/topic or Project 1.
3. Guided Practice
Questions for students to consider will be present on the board:

o What is my article discussing? What are the key points? What is the perspective being
presenting in the article? What is the setting? Why is this important to me? Does my
drawing have a horizon line, vanishing point and orthogonal?
4. Independent Practice
Students will have the period to work on their projects.
5. Closure
Students will be instructed that they are allowed to work on their projects at home if not
finished but must remember to bring their projects to class the next day. 5th day, students will
be reminded that Project 1 should be completed when coming to class the next day.
6. Formative Evaluation
Teacher will look at students work and make sure that students understand the technique and
project.
7. Classroom Management Procedures
Students will be asked to work quietly and diligently work on their projects and clean up their
areas before leaving.
X. Summative Assessment and Evaluation:

CRITERIA

POOR

AVERAGE

EXCELLENT

Participation

Student did not turn in

any handouts passed
out in class.
Student showed very
little consideration
into the selection of
their article and little
research into issue.
Student does not
display any
understanding of
technique, no horizon
line, vanishing point,
or orthogonal lines.
Handouts, notes, and
finished work is not
neat.

Student turned in most

of the handouts passed
out in class
Student showed some
consideration into
selection of article and a
moderate amount of
research into issue.
Student shows decent
understanding of
technique and has
horizon line, vanishing
point, and orthogonal
lines.
Most of handouts, notes
and finished project are
neat.

Student turned in all

handouts passed out in
class.
Student showed great
consideration into
selection of article and
great amount of
research into issue
Student showed great
understanding of
technique and has
horizon line, vanishing
point and orthogonal
lines.
All handouts, notes and
finished project is neat
and organized.

Topic/Research

Understanding of OnePoint Perspective

Technique.

Neatness

XI. Interdisciplinary Connections:

Math: 111.41 Geometry
(2) Coordinate and transformational geometry. The student uses the process skills to understand the
connections between algebra and geometry and uses the one- and two-dimensional coordinate systems
to verify geometric conjectures. The student is expected to:
(C) determine an equation of a line parallel or perpendicular to a given line that passes through
a given point
XII. References & Resources:
Perspective Drawing - Henrico
http://teachers.henrico.k12.va.us/virtualart/presentations/e_and_p/1pt_Perspective.ppt
One-Point Perspective handouts: http://dawnsbrain.com/one-point-perspective-worksheets/

Quote: http://www.brainyquote.com/quotes/keywords/perspective.html
Dewitte, Debra J., Ralph M. Larmann, and M. Kathryn Shields. Gateways to Art:
Understanding the Visual Arts. Thames & Hudson, 2012. 590-597
XIII. Art TEKS

(1) Foundations: observation and perception.

a) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original
artwork;
b) identify and understand the elements of art, including line, shape, color, texture, form, space, and value, as the
fundamentals of art in personal artwork;
c) make judgments about the expressive properties such as content, meaning, message, and metaphor of artwork
using art vocabulary accurately.
(2) Creative expression.
a) use visual solutions to create original artwork by problem solving through direct observation, original sources,
experiences, narrations, and imagination;
b) use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of
original artwork when working from images rather than direct observation or imagination;
c) create original artwork to communicate thoughts, feelings, ideas, or impressions;
f) demonstrate effective use of art media and tools in drawing, painting, printmaking, sculpture, ceramics, fiber art,
design, and digital art and media.