Introduction to Linear Perspective

Minnesota 6-8 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space are used in the creation of, presentation of, or response to visual artworks.

  • 1b. Analyze how the principles of visual art, such as repetition, pattern, emphasis, contrast and balance are used in the creation, presentation of, or response to visual artworks.

  • 1c. Describe characteristics of Western and non- Western styles, movements and genres in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Demonstrate the characteristics of the tools, materials and techniques of various two-and-three- dimensional media for intentional effects in original artworks.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Compare and contrast the connections among visual artworks, their purposes, and their personal, social, cultural and historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Analyze the meanings and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create original two- and-three-dimensional artworks in a variety of artistic contexts.
  • 4b. Revise artworks based on the feedback of others and self-reflection and artistic intent.
  • 4c. Develop an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Assemble and prepare personal artworks for public exhibition.
  • 5b.Revise a presentation based on the feedback of others, self-reflection and artistic intent.
  • 5c. Develop an artistic intent, including how audience and occasion impact presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze and interpret a variety of visual artworks using established criteria.

    • Additional Tie-ins

  • Renaissance Paintings
  • 3-D rendering
  • Linear VS. Aerial perspective
  • Use of rulers to draw straight lines
    • Linear perspective is the concept of how nearby objects appear larger and further down from the horizon line, while objects that are further away appear smaller and closer to the horizon line.

    Students are introduced to the concepts of perspective through in-class demonstrations and examples done by the teacher.

    First students are asked to draw a house, car and tree. Given an minute or two, most students will draw something like illustration A to the left. Next, space indicators are discussed and demonstrated through drawing on the board.

    Space indicators are:
  • Overlap
  • Adding Lines
  • Size relationships
  • Placement on the horizon
  • *Shading

    • After the discussion students draw a house car and tree using space indicators similar to illustration B.


    Students are shown examples of Linear Perspective in real life. The concept of the Horizon Line is reviewed with computer generated images. Space Indicators and principles of One-Point perspective are illustrated on the board with drawings done by the teacher. Students follow along drawing, on their worksheet paper, what the teacher draws on the board.

    The following worksheets are handed out:
  • Long words
  • Short words
  • Curved words
    • The class makes the words look 3-D using 1 point perspective.

    The assignment is for students to make their last name look 3-d using one-point perspective and then color or shade it to bring out more volume or dimension.



    Evaluation:
    3 points -- Completed worksheets
    4 points -- Correctly drawn Perspective name
    3 points -- Shaded/Colored
    10 points total