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

  • Science: physics of vision
  • Linear view points
    • Students are shown how to draw 4 items in one-point perspective:
  • A pencil
  • A sword
  • A room with furniture
  • Street and buildings
    • Line weight is discussed as a way of adding "shadow and heaviness" to their drawings.

    Students are given another day to draw 2 more items using one-point perspective and line weight. Emphasis is put on finding things that are long and narrow. Only one of the drawings can be a group of two or more letters.

    Evaluation:
    4 points -- 4 drawings done correctly in class
    2 points -- 2 more "Half sheet" drawings utilizing correct perspective
    2 points -- Details included
    2 points -- Good use of line weight

    10 points total.
    (Please note, the example below does not include line weight.)
    The next day we go through 2-point perspective and assign the same project but students need to make their drawings use 2-point perspective.

    Click here for the examples done on with the class:
    Image 0
    Image 1
    Image 2
    Image 3
    Image 4

    Half-sheet drawings below by Lilly L.

    Half-sheet drawings below by Bella R.