4th Grade Lesson Plan // Title: Perspective Landscape // Length: 4-5 weeks

Note: Before you plan and write art experiences; pre-assess your students based on the proposed
concepts, enduring understandings, and objectives of the unit/lesson(s). You may also gather this
information from (previous) teachers, by reviewing already completed art work, consulting
curriculum materials, etc., to get a better understanding of what content students already know
and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of
your students based on the concepts/enduring understandings/objectives of the lesson. (Hint: turn these into questions.) Be specific in
describing what you would recognize as proficient skill/knowledge.

Look at prior 4th grade work. Work with 4th grade IB standard to develop a lesson.
Discuss with Mrs. Metcalf about previous experience of the students:

Did the students learn about perspective in previous years? (Ex: how to make
things 3-D? What shapes look like in 3-D as well as from other angles?)
What knowledge do the students have about depth? (Foreground, middleground,
background; Big objects, medium objects, and small objects)
What sorts of materials have the students worked with in the past, and what
materials would be possible to use in completing the assignment?
Have the students identified the difference between metaphorical perspective and
literal perspective?

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative
the students take on a role and create a learning product about a specific topic for a certain audience. (RAFT Role / Audience /
Format / Topic)

For this specific lesson, the students will use their art abilities to imagine, sketch/design,
and execute their own original landscape drawing in 1-point perspective. The students
will be creating these projects to share their original creative landscape idea with their
fellow classmates/artists. The students will share their ideas in the form of a one point
perspective drawing that explores horizon line, vanishing point, foreground,
middleground, and background as well as watercolor pencil techniques. Each students
project must include; 1.) A horizon line and vanishing point, 2.) A
road/bridge/river/path/etc. And 3.) some way of engaging the foreground, middleground,
and background. The topic of this project is, as stated earlier, a 1-point perspective
landscape drawing.
Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of
concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture,
Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and
Observation Look for concepts in the standards, content specific curriculum, etc.

Perspective, landscape, depth

Enduring Understanding (s):

Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring
understandings not only link two or more concepts; but demonstrate why this relationship is important. Like concepts, they are
timeless, transferrable and universal. Align Standards, Prepared Graduate Competencies (PGCs) and Grade Level Expectations
(GLEs) to Enduring Understandings.

1.) Artists use perspective to show depth in landscape drawings.

a.) I can use 1-point perspective to create depth in my landscape drawing

Standards: (All lessons should address all

standards.)
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. A
ligned to: Blooms
Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology. Should be written as: Objective.
(Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Following a powerpoint, SWBAT understand 1-point perspective by filling in the blanks

completely on a perspective vocab sheet. (Blooms: Understand, Standard: Comprehend, GLE:
Artists and viewers determine artistic intent by comparing and contrasting the characteristics and
expressive features of art and design, Art Learning: conceptual ideation personal grounding,
Literacy)
a. I can learn about one point perspective by filling out my vocab sheet
2. Using sketching paper, SWBAT explore and design different landscape ideas using 1-point
perspective. (Blooms: Create, Standard: Create, GLE: Use media to express and communicate
ideas about an issue of personal interest, Art Learning: conceptual ideation personal grounding)
a. I can create landscape ideas in 1-point perspective
3. On a final copy paper, SWBAT transfer their rough draft idea into a final draft landscape
drawing using 1-point perspective. (Blooms: Create, Standard: Create, GLE: Use media to
 express and communicate ideas about an issue of personal interest, Art Learning:
Materials/Techniques)
a. I can make a final copy of my 1-point perspective landscape
4. Using learned knowledge from class demos, SWBAT apply watercolor pencil and marker to
their final copy to finish the piece in color. (Blooms: Apply, Standard: Create, GLE: Materials
and processes can be used in traditional, unique, and inventive ways , Art Learning:
Materials/Techniques)
a. I can use watercolor pencils to finish my 1-point perspective landscape

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe
the strategies you will use for students who are already proficient and need growth beyond what you have planned for the rest of the
class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.

Differentiation Access (Resources Expression (Products and/or Performance)

: and/or Process)
(Multiple means for
students to access
Will provide Students will be provided a wide array of techniques and different
content and multiple visual, physical, materials so that they can choose which method they use to
modes for student to and auditory complete the project.
express examples for all
understanding.)
students so that all Students will be given the option to explain audibly, one on one,
the different for student responses and critiques.
learning styles are
met. Students will be shown step by step how to complete the project
in order to fully understand one piece at a time.
Speech to text for
student reponses
on exams/quizzes
or critiques

Extensions for Access (Resources Expression (Products and/or Performance)

depth and and/or Process)
complexity: Will provide Students will be provided a wide array of techniques and different
visual, physical, materials so that they can choose which method they use to
and auditory complete the project. If students need further challenge, they will
examples for all be encouraged to select a new technique, add a second technique,
students so that all or choose a new subject to work with that they dont feel as strong
the different with. Also, I will encourage them to use two or more techniques
learning styles are within one form. Students could also deepen their understanding
met. by exploring abstract/organic shapes in 1-point perspective as well
as geometric. Also, ask them questions such as What does ___
mean to you? Or Did you fully express your idea of _____? How
so? How are you making everything work with 1-point
perspective? to deepen their understanding and push their ideas
further.
Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated
into the lesson.

New Vocab: horizon line, vanishing point, foreground, middleground, background,

parallel, perspective

Literacy will be integrated with: 1-point perspective vocab sheet, class think, pair, share
activity, and a written reflection activity at the end.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the
materials students will use.) List all materials in a bulleted format.

Paper
Watercolor pencils
Markers
Pencils
Erasers
Rulers
Paper

Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where
the material can be found. (These are the resources used by the teacher to support/develop the lesson.) List all resources in a
bulleted format.

1-point perspective art powerpoint

1-point perspective vocab sheet
Student examples from pinterest
Perspective demo examples
 Watercolor pencil and marker demo

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Prepare Materials
Prepare learning targets
Prepare visual examples for students
Organize studio space and materials
Print and organize example packets
Print vocab sheets

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

No inappropriate use of scissors/exacto knives/other dangerous materials

Wash all materials (paintbrushes, paint palettes, etc.)
Do not eat/drink materials
Properly clean studio space and reorganize after class has ended
Properly use rulers in the classroom

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested
and excited about the lesson? What inquiry questions will you pose? Be specific about what you will say and do to motivate
students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students.
Some ideas might include: telling a story, posing a series of questions, role-playing, etc.

I will start the entire lesson by asking the question, What do you think perspective is?
Once students have explained their thoughts, I will explain the difference between
metaphorical/mental perspective and physical/visual perspective. The lesson will then be
continued by introducing students to exciting imagery and examples from pinterest and
other online sources. The images will be visually exciting and have incredible contrast
and obvious line and depth.
Questions to ask will include:
 What do you notice about the direction of these images?
What are the lines doing in a 1-point perspective image?
How would you describe what objects look like in the foreground versus
the background?
Do these parallel lines really meet at a vanishing point?
Etc.

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic
element of thought that can be visual, concrete or abstract. List and describe inquiry questions and processes you will engage students
in to help them develop ideas and plans for their artwork.

Step 1: Follow Powerpoint:

Follow along with the 1-point perspective powerpoint by filling in the blanks on
the vocab sheet
Pay attention to and explore visual examples on the board and drawn out on the
vocab sheet.

Step 2: On sketch paper:

Draw out 1-2 ideas for a unique landscape that follows the criteria of 1-point
perspective. (Foreground, middleground, background, vanishing point, etc.)

Step 3: In your sketches:

Explore objects to add into your 1-point perspective piece that activate the
foreground, middleground, and background. Practice details.

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and
instructional methodology: skills, lecture, inquiry, etc. Include motivation and ideation/inquiry where appropriate; including what
student will understand as a result of the art experience

Day Introduction day: Presentation: 25

1 mins
Introduce the students to 1-Point Perspective
Powerpoint covering horizon line, vanishing Ideation
point, parallel, foreground, background, activity/sketches:
middleground, and perspective. rest of class
Talk about:
 Foreground: closer, objects Clean up: last 5
bigger minutes of class
Background: farther away, object
smaller
Parallel lines: converge at the
vanishing point to look as though
they are meeting together
Horizon line: where your sky
meets your land
Vanishing point: the point where
all lines meet up in 1-point
perspective; sits on horizon line
Show real life and student examples of 1-point
perspective landscapes
Students will follow along with the powerpoint
while filling in the fill in the blank vocab
sheet
Sketch ideas
Students will use sketch paper to draw out
different ideas for landscapes or cities in 1-point
perspective
Possible ideas:
Skiing town
Future city
Ancient city
Rural dirt road/farm
Underwater city/aquarium
City made from nature
etc.

Day Review and sketch day:

2 Review: first
Begin class with review: 5-10 mins
Discuss ideas from last class period:
Horizon line, vanishing point, parallel, Work time: Rest
definition of perspective, etc. of class
Show Right and Wrong examples of how 1
point perspective should look
 Ask students to correct mistakes or Cleanup: Last 5
identify what makes one example right mins
and another example wrong.
Use the rest of class to work on ideation:
Develop landscape ideas that are unique, new,
and creative that follow the rules of 1-point
perspective.
Must include; road/bridge/river/path/etc.
Horizon line, vanishing point, and have
some way of activating the foreground,
middleground, and background.

Day Think Pair Share day and begin final Think pair share
3 activity: first
On day 3, students will pair up with one or more 10-15 mins of
partners at their table. Once paired up, the students will class
take turns sharing about their art and giving feedback.
Is the artist using perspective correctly? Work time: Rest
Do all the lines go to one vanishing point? of class period
Are parallel lines seeming to meet at the
vanishing point? Clean up: Last 5
How is the artist activating the foreground, minutes of class
background, etc? And how can they make it
better or do more?
Sketch time
If students need to continue working on their
sketch ideas, they can use class work time to
finish up sketching portion.
Begin final
Students who have a good sketch idea and are
ready to move on can get their final piece of
paper and begin transferring their ideas from the
sketch to the final copy
Doesnt have to be exactly the same
Can add or lose detail from sketch to
final piece

Day Final piece work time and buildings/horizontal objects Building demo:
4-?? 5-10 mins
 Students will continue to add details and transfer their
sketch idea to a final copy. Work time: Rest
Begin the class by showing a quick demo to of the class
address buildings and other horizontal objects period
and how they still stand straight on the page
Shouldnt sit sideways; show how tops Cleanup: Last 5
of buildings or objects also go to minutes of class
vanishing point, not just bottom.
Every student should begin working on their
final piece by day 4
Continue to use class work time to finish
up the drawing and detail portion of the
final copy

Day Sharpie day Demo: first 5

?? mins of class
Demo sharpie tracing for students
Show the students how to use the sharpie and Work time: rest
trace over their pencil lines to create permanent, of the class
thick, better lines. period
Address importance of contrast and why
it makes the images look more Clean up: last 5
professional and well crafter mins of class
Explain how it is going to make the lines period
look sharper and darker against the color
Permanent marker wont bleed; as
opposed to dry erase or washable
Students will use the rest of class time to work on
tracing all of their details/lines using permanent sharpie
marker
Must be completely finished before students can
move on to color

Day Color days Demo: first 10

??-fi minutes of class
nal
day
Begin by showing the students how to use watercolor
pencils and paintbrush Work time: Rest
Explain: Watercolor pencil draws just like a of the class
regular colored pencil period
 Can be used to draw light or dark.
Shading. Blend two colors together or Clean up: Last 5
over the top of each other. Etc. minutes of class
Explain: Water activates the colored pencils and
allows them to spread just like actual watercolor
paint
Demo how to spread paint around using
the paintbrush.
Thin strokes come from the tip
of the brush and laying the brush
flat will make thicker strokes
DO NOT need a lot of water
Use a little bit at a time
so that you arent soaking
the paper, but still able to
spread the color on the
page
Work time
Students will use the remainder of class(es) to
work on painting and adding color techniques to
their final pieces using watercolor pencils
Once finished with final piece;
Students will work to complete the written
reflection portion of the perspective project.
This piece will be attached to the back
of each students work as a way to reflect
and explain to their parents about what
they were learning.

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection
and refined understandings precisely related to the grade level expectations. How will students reflect on their learning? A
participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their
experience as it relates to objectives, standards and grade level expectations of the lesson.)

Think Pair Share Activity:

Students will get together with 1 or 2 other partners at their table and show their sketch
ideas. Classmates will give feedback about what is going well, what could be fixed, and
other comments they have. Questions may also be asked from the artist and the
classmates.
 Final reflection activity:
Project checksheet:Students will use this check sheet to assess their own work throughout
the creating process. Once the project is complete, this checksheet will be used to assess
whether or not students have met project requirements.

Post-Assessment Post-Assessment Instrument:

(teacher-centered/objectives as How well have students achieved the objectives and grade level expectations
specified in your lesson plan? Include your rubric, checklist, rating scale, etc.
questions):
Have students achieved the objectives and grade
level expectations specified in your lesson plan?

How well did students finish
perspective sketch idea(s)?
How well did the students
complete a final copy landscape
using 1-point perspective?
Did the student use watercolor
pencil techniques and markers
well in finishing their pieces?
See attached Checksheet and Rubric:
Students will use this check sheet to assess their own
work throughout the creating process. Once the
project is complete, this checksheet will be used to
assess whether or not students have met project
requirements.

Are the students accurately

recognizing key parts of 1-point
perspective?

Did the students give well

thought out, constructive
responses when talking about
their art and the art of others?
Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently.
Specifically address: (1) To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of
achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you
envision for the next lesson? (Continued practice, reteach content, etc.)

After completing this lesson, I am very proud of the progress my students made.
Something that was a huge struggle was getting students to understand that every line
that leads to the horizon must meet at the same vanishing point. For the future of this
lesson, it would be important to tweak the lesson and find new ways to convey that
information better. With that being said, the ability of my students to recognize when their
compositions didnt look/seem right was outstanding. My students showed a great desire
to get their landscapes correct and perfect the 1-point perspective aspect of their pieces.
A lot of the students really challenged themselves by finding ways to break the mold and
create unique and different compositions.

In the future I think this lesson would benefit greatly from rethinking what materials are
used and how the finished product would look. The watercolor pencils look good but I
feel the projects could be a little more exciting. However, for now, the students seem to
really understand the techniques, materials, and subject matter of the lesson. I would say
my students were 80-90% successful in most of their pieces. In the future, this lesson
could have great potential, with the implication of reviewing/reteaching material, and
bringing it into a bigger unit about perspective and 3D illusion.
Appendix: Include all handouts, prompts, written materials, rubrics, etc. that will be given to
students.

8/9/15 Fahey

PERSPECTIVE VOCAB SHEET:

Name: _________________

Date:___________

Class Code:_________

Perspective Vocab Sheet:

1.) Perspective is:

The way you look at, or view, something.

2.) Foreground is:

The part of a picture that is _____________________ to you. Objects in the foreground

appear ________________.

3.) Background is:

The part of a picture that is ____________________ to you. Objects in the background

appear __________________.
4.) Middleground is:

The part of a picture that sits ___________________ the foreground and background.

5.) Horizon line is:

The area in a picture where the ______________ meets the _____________.

6.) Vanishing point is:

The point on the horizon line where 2 (or more) _______________ ___________ meet.
7.) Parallel means:

Two lines going side by side forever that will never _______________ each other.
 Perspective Check Sheet
Name:________________
Class Code:___________

Question: Sketch Final

Does my piece have a horizon line?

Does my piece have a vanishing point?
Do all the lines in my piece go to my
vanishing point?
Do I have a foreground?
Do I have a middleground?
Do I have a background?
Are all the objects in my piece (buildings,
people, trees, light poles, etc.) standing up
straight?
 Watercolor Practice Sheet

Value Scale:

Blend Two Colors:

Blend two colors on top:

Soft Edge and Hard Edge:

Criteria 4: Advanced 3: Proficient 2: Partially 1: In Total:
Proficient Progress

Planning/ Student Student Student Student

Ideation explores explores somewhat attempts to
multiple different explores explore
different ideas, different ideas,
ideas, communicate ideas, communicate
communicate s intended communicate meaning, and
s intended meaning, and s some explore
meaning, and explores meaning, and materials.
explores materials. somewhat
materials in a explores
complex and materials.
inventive
way.

Techniques Student uses Student uses Student Student

and Materials techniques techniques somewhat attempts to
and materials and materials uses use
correctly to correctly to techniques techniques
construct and construct and and materials and materials
complete complete correctly to construct
projects while projects. while and complete
pushing constructing projects.
ideas in and
creative new completing
ways. projects.

Reflection Deeply Analyzes, Somewhat Attempts to

analyzes, evaluates, analyzes, analyze,
evaluates, communicate evaluates, evaluate,
communicate s, and communicate communicate
s, and reflects on s, and , and reflect
reflects on own artwork reflects on on own
own artwork and artwork own artwork artwork and
and artwork of others, and artwork artwork of
of others, using art of others, others.
using art language. using art
language. language.

Total Score: