Lines and Visual Perspective

Kennedy Sharps
Ninth Grade Visual Arts

Common Core Standards:

Perceiving / Knowing
 1PE: Examine and articulate the effects of context on visual imagery.
 2PE: Identify and describe the sources artists use for visual reference and to generate ideas for
artworks.
 5PE: Describe the role of technology as a visual art medium.
 6PE: Describe the decisions made in the design of everyday objects.

Producing/ Performing
 1PR: Demonstrate basic technical skill and craftsmanship with various art media when creating
images from observation, memory and imagination.
 2PR: Apply the elements and principles of art and design using a variety of media to solve specific
visual art problems.
 6PR: Identify and apply visual literacy as a means to create images that are personally expressive.

Responding/ Reflecting
 2RE: Identify assessment practices to manage, monitor and document their learning.
 3RE: Use appropriate vocabulary to define and describe techniques and materials used to create
works of art.
 4RE: Investigate the role of innovative technologies in the creation and composition of new media
imagery.
Lesson Summary:

This assignment is here to help show the understanding of lines and the different view points of how objects
in drawings can catch the eye of the viewer. Here you will use creativity to try and catch the eye of the
viewer while using lines and viewpoints of common objects around in your environment.

Estimated Duration:

Five 50-minute sessions

Commentary:
To help better understand the project at hand, we will go over the vocabulary terms for this lesson as a class.
Foe my students to be engaged, I will ask them to draw out the defines to help show better meaning of the
vocabulary words. Having them work together with partners to have better chance of figuring out and
learning together.

Instructional Procedures:

Day 1:
 First 20-minutes: As a class, learning the terms for this project, showing explains of lines and
viewpoints. Also going over what the project and answer any questions that students may have.
 30-minutes: Students will go around the school with teacher supervision, taking pictures with phones
or going on the internet and finding pictures of common patterns and objects to use in the class. They
will need to get the pictures printed by next class.

Day 2:
 First 10-minutes: Students will bring their pictures into class to get some credit for doing the work.
 10-minutes: Look at some more artist examples of viewpoints.
 30-minutes: Student then will start drawing their pictures. Doing a couple of different patterns, lines,
and viewpoints. They will later start making rough drafts for there final project.

Day 3:
 First 10-minutes: Teacher will answer and help with any questions that students may have. (Though
teacher will be there to answer anytime.)
 40- minutes: Students will then be doing their rough drafts for there projects. They must use pictures
they have found and incorporate them into their rough draft using pencil. (They can work on their
projects at home as well.)

Day 4:
 50-minutes: For the whole class the students will work through there rough drafts. Hopefully if done
with rough drafts, they will have to see the teacher to get approved to do their final draft of the
project. Students then will have the time in class and at home to finish their projects. The final draft
will have them using pen on there final draft. (If not finished in class, they will have to work on at
home.)

Day 5:
 First 20-minutes: Students will have the time to finish up their final drafts.
  30-minutes: Students will bring their art pieces up and together we will look at them. Students will be
given a paper where they will evaluate the artwork and state which is there favorite and why.

Pre-Assessment:

I will give students a vocabulary list with the terms we are learning for this project. Next with the term will
be a box that will have them draw the term out. They can work with a partner or by themselves to fill out the
sheet. Then all of us coming together and learning the terms together.

Scoring Guidelines:

How the students will be graded on participation. Really this is for a better understanding of the
terms and the project. If I see them working on the on the sheet and they are engaged with discussion,
then they get points.

Post-Assessment:
Students will have the time to evaluate each other projects. But I will be grading them individually. The
sheet given to critic the other artworks, they must use the terms that they learned throughout the class. They
will be graded for their projects and for their evaluations sheets.

Scoring Guidelines:

Students will be graded if they followed through the with the terms and in they were incorporated
into the project. They will be graded out of 50 points. For the sheet, they will be graded out of 5
points if they completed.

Differentiated Instructional Support

If students need help with this project, I will be in the class after school if needed, or you may come in
during lunch to as for help. I will asset as much I can, I will just not do the project for you.

Extension

This website will help better understand the definition and show examples of the terms.
https://www.moma.org/learn/moma_learning/glossary/

Homework Options and Home Connections

The rough drafts and final projects, also pictures being taken with printed copies can be done at home.

Interdisciplinary Connections
Here with this lesson, you will be able to compare others student’s artwork with your own. Try and see what
the other students see and how their creativity works. What did they use? How do they view their
environment?

Materials and Resources:

For teachers Computer, projector, websites, pictures, extra cameras.

For students Phones, computers, pencil, sharpie pen, ruler, sketch book

Key Vocabulary
Lines
Viewpoints
Patterns
Compare
Contrast
Critic

Additional Notes

This is where you can be free and create. Try and create what you want to see and have fun!