• One Point Perspective Project
    Summary
    • Students will make 2 dimensional words or buildings appear to be 3 dimensional.
    • Students will create the illusion of the 3rd dimension by drawing to a single vanishing point on the horizon line for the main objects and the supporting background.
    • Depth and volume will be further indicated by the guidelines for size, position, overlapping, and detail. (close objects are large and at the bottom of the picture, objects in the distance are smaller and at the top of the picture, an overlapped object is further away, and objects in the distance have less detail and have a lighter outline)
    • Color impacts depth perception. Close objects have stronger color. Objects in the distance are softer and more pale in color.
    • Color theory effects perception. Bright and warm colors tend to appear closer. Darker and cool colors tend to appear in the distance.
    • Letter and background texture and color blending is practiced. Letter patterns and designs are encouraged.
    • Theme and topic specific artwork is discussed.
    Students will:

    • Understand the difference between 2-D and 3 Dimensional work
    • Understand how to create the illusion of a 3-D building, word or shape using 1 point linear perspective
    • Understand how to apply spatial rules and guidelines (size, overlapping, placement, location, saturation of color, atmospheric perspective, and color theory)
    Essential Questions
    1. How to design and develop an illustration that appears to be 3 Dimensional
    2. How to represent depth and volume in an illustration
    3. How to apply and use color in an appropriate and effective way


    MA: Arts MA: Grades 5 - 8 Visual Arts
    PreK–12 STANDARD 2: Elements and Principles of Design
    2.8 For line, use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand studies from observation, memory, and imagination, and schematic studies
    2.9 For texture, use and be able to differentiate between surface texture and the illusion of texture (visual texture)
    2.10 For shape, form, and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry
    Create complex patterns, for example, reversed shapes and tesselation
    2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume
    PreK–12 STANDARD 3: Observation, Abstraction, Invention, and Expression
    3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail
    PreK–12 STANDARD 4: Drafting, Revising, and Exhibiting
    4.4 Produce work that shows an understanding of the concept of craftsmanship
    4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects
    4.7 Maintain a portfolio of sketches and finished work