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In this one-point perspective lesson, the student will design an interior based on a particular artist’s style

Subjects:

Art, Math  

Grades:

6, 7, 8, 9, 10, 11, 12  

Title – One-Point Perspective and Interior Design
By – Stephanie Slatner
Primary Subject – Art
Secondary Subjects – Math
Grade Level – 6-12
Student Description: 6th — 28 Students

Artistic Concept Statement — The student will identify the components of an artist’s style, including materials, design, methods, and subject matter and design an interior based on the particular artist.

Vocabulary:

      Horizon Line — The apparent intersection of the earth and sky as seen by an observer
      Vanishing Point — The point in linear perspective at which all imaginary lines of perspective converge. The point at which parallel lines receding from an observer seem to converge. The point at which a thing disappears or ceases to exist.
      Convergence or Orthogonal Lines — The lines that make up the sides of an object in a perspective drawing that relate directly back to the vanishing point.
      Horizontal — Parallel to or in the plane of the horizon.
      Vertical — Being or situated at right angles to the horizon; upright
    Interior Design — The trade of planning the layout and furnishings of an architectural interior. The branch of architecture dealing with the selection and organization of furnishings for an architectural interior.

Objectives

      Cognitive — Using one-point perspective, students will base an interior design on a specific artist and represent that artist in their work.

      Affective — Students will work together to discuss their likes and dislikes regarding a particular artist.

    Psychomotor — Students will use a ruler, T-square or triangle to create a one-point perspective drawing.

Artistic Activity or Product — Students will learn the technique of one-point perspective. The students will also use their own ideas about functional interior design to create a space that was generated through looking at a particular artist.

Supplies — White paper for practicing one-point perspective, Pencils, Erasers, T-square, Straight edge, triangle.

Resources — www.artchive.com Mark Harden’s Artchive, magazines

List of Artists Used — Vincent Van Gogh, Marc Chagall, Constantin Brancusi, Roy Lichtenstein, Edvard Munch, Georgia O’keefe, Sandro Botticelli, Katsushika Hokusai, and Faith Ringgold

Instruction — I will introduce myself and tell them what the main goals of this lesson are going to be. I will also talk about respecting each other’s artwork and respecting me as the teacher.

Motivation and Presentation — I will start by showing them the basics of one-point perspective and how to start out with a horizon and a vanishing point. I will talk specifically about convergence lines, horizon line, vanishing point, and orthogonal lines.

The next step will be to show them how to draw boxes and general shapes in one-point perspective.

After learning general boxes and shapes, I will teach them how to draw circles and grids in one-point perspective.

Demonstration of Techniques, Tools, and Materials — There will not really be a demonstration of materials in this first lesson because we are just going to be using pencil to practice learning one point perspective. After their final drawing is complete, we will use colored pencils to add color to the finished piece. The tools will hopefully include a T-square so that their lines can be at 90-degree angles. If there are no T-squares, we will have to talk about how to make sure that the lines they make are perpendicular.

Materials Distribution/ Cleanup — During this first lesson we will just be practicing on plain white paper and we will be using pencils. On the subsequent lessons, we will include colored pencils to add color to the finished drawing. Specific students will be asked when they enter the room to be the ones to help hand out supplies. Others will be asked before cleanup time, to be the collectors of the art materials.

Assessment Procedures and Instruments — Students will be assessed on their ability to create an interior that is directly influenced by a particular artist. An assessment rubric will be used to grade the final product of the lesson.

Closure — There will be a presentation of each artist by the group that shares that artist and then each student in the group will hold up his or her piece and we will talk about the work.

Standards Correlation:

      6.3 — The student will use one-point perspective to create the illusion of depth in a two-dimensional drawing.

    6.10 — The student will identify the components of an artist’s style, including materials, design, methods, and subject matter.

E-Mail Stephanie Slatner !

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