One and Two Point Perspectives

Transcription

1 One and Two Point Perspectives Name(s): Sarah Hunter Title of lesson: How do you sketch a three dimensional object on a two dimensional piece of paper? Date of lesson: Week 5, Day 1-2 Day 1: Engagement, Exploration, Beginning of Explain Day 2: Ending of Explain, Elaboration Length of lesson: 50 Minutes (each day) Description of the class: Name of course: Geometry Grade level: 10 th Grade Honors or regular: Regular Source of the lesson: TEKS addressed: (6) Dimensionality and the geometry of location. The student analyzes the relationship between three-dimensional geometric figures and related two-dimensional representations and uses these representations to solve problems. The student is expected to: (C) use orthographic and isometric views of three-dimensional geometric figures to represent and construct three-dimensional geometric figures and solve problems. I. Overview Architects use different perspectives when they create a sketch of the building that is being constructed. Two of the many perspectives they use are called: One Point and Two Point Perspective. By learning how to create a drawing using one and two point perspectives, students can draw a sketch that gives the eyes an illusion of depth and 3 Dimensions when, in fact, the paper is two dimensions. II. Performance or learner outcomes Students will be able to: 1. Describe the difference between one and two point perspectives 2. Draw objects using one and two perspectives 3. Apply the perspective to the perfect school they are constructing 4. Turn a two dimensional blueprint (top down) into a three dimensional picture

2 III. Resources, materials and supplies needed 1. Rulers 2. Graph/Computer Paper 3.Pencils IV. Supplementary materials, handouts. (Also address any safety issues Concerning equipment used) Perspectives Handout Paper for students to draw sketches V. Safety Issues No playing with the rulers, they have a sharp side to them VI. Accommodations for learners with special needs (ELLs, Special Ed, 504, G&T)

3 Five-E Organization Teacher Does Probing Questions Student Does Engage: Bring the class together. Have the students sit in groups that are not their project groups. Present multiple pictures from various artists that use both one and two point perspectives. This is great. You are right on target. Today we are going to learn how to draw pictures that one of those ideas and tomorrow we will learn about the other. What do you notice about the different pieces of art? The pictures make it seem like things are going away from us. For instance, the one with the walkway makes you feel like you are in the walkway and everything goes to that point in the back ground. On another picture it looks the same, but two times. For example, the picture of the buildings in a city, it looks like the building are getting further and further away from you. It is exactly what it looks like when you are standing on a street corner. Approx. Time 10 mins Evaluation(Decision Point Assessment): Explore: Let s start off by trying to re-create the picture of the Question and answer Before I let you get started, who all can give everyone Are the students able to pick out similar and different things between the many pictures? Also, are the students mentioning anything about the vanishing point? I was thinking about just drawing the part of the

4 room or outside walkway. (Assign people to sketch out one or the other that way students will be able to present different sketches. Have picture of the bedroom on the projector for everyone to see) Okay, well you have ten minutes to work together or alone and get your sketches done. Afterwards, a few of you will present your sketch. Bring the class back together. Have three or four students come to the front of the class and present their sketch. else an idea of how you are thinking about starting your sketch? Does anyone have a different idea? objects that are closest to you and then when I draw the further part, making the lines go to the center of the page. I m just going to try and eye ball it. Just sketch what I think it looks like. Approx. Time_20 mins Evaluation(Decision Point Assessment): Presentations from students Where the students able to explain their procedure of how they drew their sketch? Explain: Let s take some time and learn about the history of such a way of creating art. In the beginning of art, objects were sized according to their importance (hierarchy), and not by their distance from the observer. Systematic attempts to use some sort of perspective began as early as the fifth century B.C. in

5 the Art of Ancient Greece. They started coming up with this as a way of an illusion when you look at a piece of art. The philosophers Anaxagoras and Democritus worked out geometric theories of perspective for use with illusions. Alcibiades had paintings in his house designed based on illusions, thus this art was not confined merely to the stage. Euclid's Optics introduced a mathematical theory of perspective; however, there is some debate over the extent to which Euclid's perspective coincides with a modern mathematical definition of perspective. By the later periods of antiquity artists, especially those in less popular traditions, were well aware that distant objects could be shown smaller than those close at hand for increased illusionism, but whether this convention was actually used in a work depended on many factors. One hundred years later, in about 1413, Filippo Brunelleschi demonstrated the geometrical method of perspective, used today by artists, by painting the outlines of various Florentine buildings onto a mirror. When the building's outline was continued, he noticed that all of the lines converged on the horizon

6 line. Pass out the Perspectives Handout to each student. Ok, so let s take a look at this handout. We are going to cover the One Point Perspective today, and tomorrow we will go over the Two Point Perspective. Give the students a few minutes to work through the packet as a group. Bring the class back together. Okay, now let s go through this packet as a class. Who can tell me the main difference between one and two point perspectives? Who can explain the procedure for drawing a sketch for a one point perspective? (present on board or projector) Okay, now, who can walk us through drawing the two point perspective? The number of vanishing points. You start by drawing a line called the horizon. Then, you decide on where your vanishing point is going to be. Next, you decide on what shape you are going to use, like a square. So, you draw the square, then, when you are extending the sides, you draw the lines to the vanishing point that you chose at the beginning. Then, you decide on how far you want the box to extend to. Thus, you have a cube. Well, you do the same thing, except you have two vanishing points. When you are extending the lines, you have to extend some to both vanishing points. [Call on student] using the board or projector, walk us through your drawing for the one point perspective. Well, I started with the horizon and vanishing point. Then I drew the wall, then I started the pictures on the wall. Instead of drawing a box, you have to draw only a line, and then when extending those sides to

7 Great job everyone. It really sounds like everyone knows what they are doing. How about we make it a little harder and try the second exercise problem for each perspective. Bring the class back together. [Call on student] go up to the board and explain how you did your two point perspective? Would anyone else like to go to the front and present their drawing? create the rest of the picture, you draw toward the vanishing point. Then, again you decide on how long you want the photo. I started by drawing the horizon line, and choosing my two vanishing points. Then, I decided on where the center building was going to be so that I could draw the rest from there. Then, I extended those lines toward the vanishing point. The buildings on the left were extended toward the left vanishing point whereas the buildings on the right were extended to the right vanishing point. Then, I chose the sidewalk to be so wide and drew a line from the beginning to the vanishing point on the corresponding side.

8 Approx. Time 45 mins Evaluation(Decision Point Assessment) Extend / Elaborate: Okay, well now move into your project groups. Now that you have learned about one and two point perspectives, it s time to apply them to your project. Each group is responsible for creating a sketch of their perfect school which utilizes the two point perspective. The sketch will go into your final report that you will present at the end of the unit. Teacher will walk around to each group and monitor their progress. Approx. Time 25 mins Evaluation(Decision Point Assessment): Evaluate: Lesson Objective(s) Presentations from students How do you think this is related to your perfect school project? Small presentations from each group of what their sketch looks like thus far Final sketch of the school in two point perspective Where the students able to demonstrate an understanding of the concepts? Where the students able to use the vocabulary correctly? Now we know how to draw a sketch of our school that is supposed to be in our final presentation. Does the group show an understanding of how to create their school in a two point perspective? Did the group use the correct vocabulary? Were the students able to construct the school using

9 Learned (WRAP UP at end) -> Summarize included in the presentation/report the appropriate concepts? Approx. Time 0 mins