two-point perspective of a ghost town lesson plan

 (Teacher's sample demonstration drawing.)

Title: Ghost Town

Topic: two-point perspective, architectural elements

Goals and Objectives:

• Students will be able to draw buildings in two point perspective.
• Students will discern differences between basic architectural elements.
• Students will identify positive and negative space within the context of an artwork.

GLEs:

STRAND II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork

G. Space: High School Level I

·      Identify and use positive and negative space in two-dimensional work

·      Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value contrast)

STRAND II: Elements and Principles (EP)

2. Select and use principles of art for their effect in communicating ideas through artwork

F. Proportion: High School Level I

·      Identify and use realistic facial proportions

STRAND II: Elements and Principles (EP)

2. Select and use principles of art for their effect in communicating ideas through artwork

E. Unity: High School Level I

·      Explain how elements and principles create unity in artworks

Grade: 9^th – 12^th

Length of Class Period: 55 minutes

Frequency of Class Period: five days a week

Time Needed: five class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

Resources Needed:

• Power Point about ghost towns
• Power Point about 2 point perspective
• Two-Point Perspective worksheet.

Materials Per Student:

• Nice white drawing paper
• Colored pencils
• Ruler
• Newsprint

Vocabulary/Terminology:

1. Two-point perspective - A graphical technique in which a three-dimensional object is represented in two dimensions, and in which parallel lines in two of its dimensions are shown to converge towards two vanishing points
2. Negative space - in a painting or sculpture, the areas where there are no objects
3. Positive space - the primary subject matter in a work of art, as opposed to the background that is called the negative space.
4. Ghost town – is an abandoned city.

Motivation- Looking and Talking Activity: Students will view a Power Point about Ghost Towns and take part in a classroom discussion about old western architecture building types.

Step-by-Step Studio Activity Specifics:

1. Students will view and listen to the teacher’s Power Point presentation about ghost towns.
2. Students will view the teacher demonstration about two-point perspective.
3. Students will fill out a two-point perspective worksheet.
4. Students will practice drawing out their ideas on newsprint first.
5. Students will design and draw their own version of a ghost town.
6. Students may include “ghost” drawings within their project as long as they have already drawn their buildings in correct two-point perspective.
7. Students will color their drawing with colored pencils filling at least fifty percent of the drawing with color.

Health & Safety Concerns: There are no health and safety concerns for this project.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: A formal assessment/grading rubric sheet is included along with this lesson plan.

All lesson plans and photos are copyrighted 2011 Grimm 

Links to more two point perspective lessons and demos. 

A Two Point Perspective Demonstration by John Hitselberger
Two Point Perspective Lesson Plan by Palani Williams
How To Draw Two-Point Perspective Demo by Karl Gude
A 2 Point Perspective Drawing Tutorial by The DrawingCoach
Drawing Perspective at the virtual instructor

scribble portraits lesson plan

 Student samples of scribble portraits above.

Title: A Scribble Portrait Drawing Exercise

Topic: gesture drawing exercises, working with ballpoint pens

Goals:

• Students will demonstrate a gestural technique called scribble drawing with paper and a ballpoint pen.
• Students will draw a portrait of one of their peers from life.
• Students will identify negative and positive space, texture, and a range of values in their drawing through the representation of these concepts in their drawing.

GLEs:

STRAND II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork

D. Texture: High School Level I

·      Identify and use real, invented and simulated textures

STRAND II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork

F.  Value: High School Level I

·      Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows)

STRAND II: Elements and Principles (EP)

1. Select and use elements of art for their effect in communicating ideas through artwork

G. Space: High School Level I

·      Identify and use positive and negative space in two-dimensional work

·      Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value contrast)

STRAND II: Elements and Principles (EP)

2. Select and use principles of art for their effect in communicating ideas through artwork

D. Rhythm/Repetition: High School Level I

·      Identify and use elements to create regular rhythm

STRAND II: Elements and Principles (EP)

2. Select and use principles of art for their effect in communicating ideas through artwork

F. Proportion: High School Level I

·      Identify and use realistic facial proportions

Grade: 9^th – 12^th

Length of Class Period: 55 minutes

Frequency of Class Period: five days a week

Time Needed: one class period

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

Resources Needed Per Student:

    1. Power Point Introducing Scribble Drawing
    2. "Art school how to paint and draw" by Hazel Harrison

Materials Per Student:

·      Black or blue ball point pen

·      One sheet of white drawing paper

Vocabulary/Terminology:

·      “Scribble Drawing - Students can learn to build up tones and forms in a looser, less-organized way, by scribbling with the pen. This is a harder technique to handle than cross-hatching because it is random. You must learn to let the pen do the work for you. The technique of scribble drawing was first used by Picasso, when in revolt against traditional methods, and can give a dynamic quality to a drawing.” Harrison

Motivation- Looking and Talking Activity: Approximately ten minutes of gesture drawing will be practiced at the beginning of class then students will view a brief introduction to scribble drawing as this alternative gesture drawing activity is explained.

Step-by-Step Studio Activity Specifics:

1. Students will be handed newsprint at the beginning of the class period to practice gestural drawing. They have been doing this activity for the last two days.
2. Students will view and discuss with the teacher the concept of scribble drawing.
3. Students will then be provided with nice drawing paper and ballpoint pens.
4. Students will then be asked to practice the new gestural drawing technique while observing a partner directly in front of them.
5. Students will draw using the scribble technique for approximately 45 minutes.
6. Students will return their drawing pens and hand in their portrait exercises at the front of the classroom.
7. Students will be dismissed by the bell.

Health & Safety Concerns: There are no health and safety concerns for this project.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: The assessment of this assignment is informal because it is an exercise used to develop student’s skills in gestural concepts. The cooperating teacher may choose to assign points to the exercise after completion.

All images and text copyrighted 2011, Grimm

gustav klimt trees lesson plan

student version of the art project

Title: Gustav Klimt Trees

Topic: drawing, Art Nouveau movement, patterns and shapes

Goals and Objectives:

• Students will develop patterns to fill both positive and negative space in their drawing.
• Students will identify three art movements: Realism, Fauvism and Art Nouveau.
• Students will identify characteristics of landscape painting.
• Students will identify characteristics of three art movements: Realism, Fauvism and Art Nouveau.
• Students will cover all the white space of their drawing paper with bright colored magic marker ink, then layer on top of these drawings with metallic colored inks using geometric shapes and rhythmic patterns.

GLEs:

Strand I: Product/Performance for Drawing

A.1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems.

Grade 3 - Layer two or more colors using crayon, colored pencil, or oil pastel

Strand II: Elements and Principles – Rhythm/Repetition

D. 2. Select and use principles of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and create a complex pattern

Strand II: Elements and Principles – Line

A.1. Select and use elements of art for their effect in communicating ideas through artwork.

Grade 2 - Identify and use zigzag, dotted, and wavy lines

Grade 3 - Identify and use horizontal, vertical, and diagonal lines

Strand V: Historical and Cultural Contexts That Describe Characteristics of Artworks

B.1. Compare and contrast artworks from different historical time periods and/or cultures

Grade 2 - Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape, and texture, Theme, Purpose of art in culture

Grade 3 - Compare and contrast two artworks on: Subject matter, Media, Use of line, color, shape, and texture, Theme, Purpose of art in culture, Place

Strand III: Artistic Perceptions About Art Criticism

A.2. Analyze and evaluate art using art vocabulary.

Grade 2 - Explain different responses you have to different artworks

Grade 3 - Compare different responses students may have to the same artwork

Strand III: Artistic Perceptions About Art Criticism

A.2. Analyze and evaluate art using art vocabulary.

Grade 2 - Identify the following in artworks: Geometric shapes, Geometric forms, Foreground and background, Real textures, Contrast/ variety of colors

Grade 3 - Identify the following in artworks: Warm and Cool Colors, Symmetrical Balance, Invented textures, Horizontal, Diagonal, and vertical lines, Contrast/ variety of sizes

Grade: 2^nd and 3rd

Length of Class Period: 55 min.

Frequency of Class Period: once a week

Time Needed: two class periods

Facility & Equipment Requirements:

• One computer lap top
• Room with good lighting
• Large tables, approximately ten, each seating four students
• Two sinks
• Dry erase board
• Drying racks
• Cabinets for storage
• Projector for viewing computer video, CDs and DVDs

Resources Needed:

• Power Point about landscape painters
• Landscape Data Chart
• Three large poster of the following: “The Turning Road,” by Andre Derain, “The River Donets Near Suhodol” by Lyhonosov Vladimir, and “Expectation and Fullfilment” by Gustav Klimt

Materials Per Student:

• A wide variety of colorful magic markers
• Gold and silver markers
• White drawing paper

Vocabulary/Terminology:

1. Fauvism – An early-20th-century movement in painting begun by a group of French artists and marked by the use of bold, often distorted forms and vivid colors.
2. Realism – The representation in art or literature of objects, actions, or social conditions as they actually are, without idealization or presentation in abstract form.
3. Art Nouveau - A style of decoration and architecture of the late 19th and early 20th centuries, characterized particularly by the depiction of leaves and flowers in flowing, sinuous lines.
4. Landscape - An expanse of scenery that can be seen in a single view
5. Pattern – an artistic decorative design with repeating elements
6. Line – A thin continuous mark, as that made by a pen, pencil, or brush applied to a surface.
7. Positive Space – in art, is the space depicting the actual subject or image.
8. Negative Space – in art, is the space around and between the subject(s) of an image.
9. Data Chart – grids that students make and use to organize information about a given topic
10. Art Movement - a group of artists who agree on general principles

Motivation- Looking and Talking Activity: Students will first view the Power Point about landscapes and then fill out a Data Chart. During the slide presentation I review vocabulary and add these words to a “word wall” for young students to clearly see. The students will need to look at the vocabulary while filling out their data charts during small group discussions.

Step-by-Step Studio Activity Specifics:

1. Students will first view the Power Point about landscapes and then fill out a Data Chart along with the larger class. Each student is given their own chart to review and talk about in small groups and then the entire class fill out a similar chart together on the chalkboard.
2. Students are then given white drawing paper and markers to design and color tree patterns within a landscape.
3. Metallic markers are used to create the smaller, geometric patterning drawn on top of the bold tree drawings. Students will use these on a second day giving their colored marker drawings time to completely dry before applying the metallic inks.

Health & Safety Concerns: There are no health and safety concerns for this project.

Special Needs Adaptations:

Modifications for the hard-of-hearing or deaf student:

• Student will be seated closer to instructor so they will be better equipped to hear instructions or read lips
• Student will be provided with written instructions so that they read about the discussions and demonstrations
• The instructor may use a amplification devise provided by the school or student’s parents

Modifications for the student with limited vision or blindness:

• Students will be allowed to observe samples of art projects with their hands and for extended periods of time
• Students will be provided with safe tools and one-on-one guidance during a demonstration of the project
• The project may be slightly adjusted to accommodate the student’s limitations or for safety reasons
• Student will be given ample time to exist classroom before large crowds gather outside of the classroom.

Modifications for students with mild brain injury:

• Students will be provided with duplicate instructions for home and school. Student will not need to remember to carry home materials to review.
• Students will be given ample time to exist classroom with a pre-determined aid or peer before the official end of a class.
• Instructor will provide for parent e-mail communication concerning the progress and needs of their student.
• Student may be given special seat assignment in order to enable his participation in class appropriately. Specific peers may be better equipped to articulate projects visually for this student.

Cleanup Time & Strategy: Students will be instructed to put away art materials neatly in their containers, clean off their tables, and recycle their trash two minutes prior to dismissal.

Assessment: Fill out the formal scoring guide developed by the your school district according to age appropriate standards.

(Sample data chart I made for this lesson. This above version is in color but the students may be given a black and white version to save money. There will be color versions of the sample landscapes posted at the front of the room during discussions.)

Lesson copyrighted 2011, Grimm 

Click here for more variations of art lessons based upon Gustav Klimt's Style.

teacher samples for a drawing class

     I've included here a small selection of my own drawings that I pin up along with magazine ads for students to work from. Students in my drawing classes are encouraged to work from photos, artworks and real life. I am not a snob about teaching students "how" to draw. If they need extra help, I give it to them. Children do not need to conform to the fanatical disciplinary measures of teachers who can not bring themselves to work from photos or other artist renderings. Working from real life is a bit more difficult for young and inexperienced artists. So, I allow students to improve their skills gradually through the use of photography and I make no apologies for it. 

A sample of a child's hands drawn from life many years ago when my children were young.

A sample of adult hands I drew from a photograph last year.

A sample of an elderly woman's portrait drawn from a photograph when I was fifteen years old.

A sample drawing of a traditional exercise used in high school drawing curriculum. I made this sample two years ago.

A sample, in color, drawn from a photograph for a high school art lesson I wrote last year.