Landscape Drawing In One Point Perspective Teachers Guide

Transcription

1 Landscape Drawing In One Point Perspective Teachers Guide 1

2 Goal: At the end of this lesson, students will be able to use pencil, paper, ruler, and eraser to draw a landscape picture, which includes buildings using one point perspective. Objectives: A) Students will correctly define the vocabulary associated with one-point landscape drawing. 1. When asked, students will verbally or on paper give the correct definition of landscape. 2. When asked, students will verbally or on paper give the correct definition of vanishing point. 3. When asked, students will be able to examine an example of a landscape done in onepoint perspective and correctly identify the horizon line correctly. 4. When asked, students will be able to examine an example of a landscape done in onepoint perspective and correctly identify the orthogonal lines correctly. 5. When asked, students will be able to examine an example of a landscape done in onepoint perspective and correctly identify the vanishing point correctly. B) Given a blank piece of paper, a pencil, eraser, and a ruler, students will correctly add the preliminary guides needed to draw buildings and roads of a landscape using one-point perspective. 1. With the previous knowledge of the terms vertical and horizontal, students will choose to place their paper in one of these directions. 2. Using the pencil (not the ruler), students will draw the horizon line, that begins at the left edge of the paper and ends at the right edge. This line will be straight, slanted, or hilly. 3. Using the pencil, students will accurately draw one the vanishing point (a small dot the size of a period) directly on the horizon line. C) Given a paper that has a horizon line and a vanishing point marked, students will use the pencil to draw a road or street using one-point perspective. 1. Beginning anywhere at the bottom edge of their paper, students will use the ruler and accurately draw one straight line to the vanishing point. 2. Depending on how wide the student wants their road to be, they will begin about ½ inch to 2 inches from the beginning of their first road line and accurately draw a second straight line using the ruler that begins at the bottom edge of the paper and ends at the vanishing point. D) On a paper that has a horizon line, vanishing point and the lines for a road drawn on it, students will use the pencil to add buildings to their landscape correctly using one-point perspective. 2

3 1. Where students desire a building, they will draw a square or rectangle with neat right angles using the ruler. 2. Using the pencil lightly students will correctly draw straight guidelines (sometimes called orthogonal or vanishing lines) to make their buildings appear 3D using one-point perspective by connecting the corners of their squares or rectangles with the vanishing point using the ruler. 3. Depending on how deep the student wants their building to be, they will use the ruler and correctly draw the lines, which complete the side and top of their buildings. These lines MUST be parallel to the lines already present in their buildings and ONLY be as long as what fits between the guidelines. 4. On top of these buildings, students will accurately draw triangles to represent the roofs. 5. Students will lightly draw accurate guidelines from the peak of the roofs to the vanishing point. 6. Using the guidelines drawn from the top of the buildings square or rectangle and the guidelines drawn from the top of the triangle to the vanishing point, students will correctly draw a slanted line, which is parallel to the side of the triangle and fits within the guidelines. This completes the roofs. E) Given a pencil drawing of a landscape scene that includes guidelines, a road, and buildings drawn in one-point perspective, students will neatly finish and enhance the drawing. 1. Students will use the pencil to darken the necessary lines for their buildings. 2. Students will use the eraser to eliminate the unnecessary guidelines. 3. Students will add desired details to their pictures such as grass, clouds, windows or other features of buildings or landscapes. 4. Students will use colored pencils to neatly color in their drawings if time allows. 3

4 Prerequisites Students can draw lightly with a pencil to allow the erasure of mistakes. (psycho-motor) Students can hold a ruler steady in order to draw a straight line. (psychomotor/cognitive skills) Students know the definition of a landscape (a work of art that depicts scenery such as mountains, valleys, trees, rivers, and forests). (cognitive skills) Students know the definition of right angle. Students can draw straight lines with a ruler to form a square or a rectangle with right angles. (psycho-motor/cognitive skills) Students know the definitions of vertical, horizontal, and parallel. (cognitive skills) Pass out the student worksheets and tell them to complete this on their own. When students are finished, give them the answer sheet and have them check their answers. Allow the students to ask questions about any items they do not understand. E) Given a pencil drawing of a landscape scene that includes guidelines, a road, and buildings drawn in one-point perspective, students will neatly finish and enhance the drawing. 1. Students will use the pencil to darken the needed lines on their buildings. 2. Students will use the eraser to eliminate unneeded. 3. Students will add desired details to their pictures such as grass, clouds, windows or other features of buildings or landscapes. 4. Students will use colored pencils to neatly color in their drawings if time allows. Pre-test In the student workbook, there is a page for students telling them to draw a landscape picture with a road and at least one building. It instructs them to make it look realistic and threedimensional. 4

5 Project Pass out the student workbooks and have them read about and do the activities in order. Allow them to talk with each other and look at each other s work to get ideas and help when needed. Post-test The final drawing and rubric located at the end of the student workbook will serve as the posttest. It will show if students met the goal and objectives. 5