Lesson Author: Mrs. Paula Schinski

Subject: Art; Perspective Drawing

Grade Level: K-3

Goal: Introduction to perspective drawing.

Materials:

• white paper
  
  
• black crayons
  
  
• oil pastels
  
  
• watercolor paints

Objective:

The learner will be:

• able to create depth on a flat surface by using size and placement
  
  
• able to define horizon line
  
  
• introduced to basic techniques of using watercolors

Procedure:

Week 1: What does near and far mean? (That which is closer to you.)

Invite students to gather around large table display with various pictures of landscapes.

Ask children if they can tell what is near and what is far. How did they determine what was closest to them? Most students will say the larger items are closer to them. Does size have importance?

Then ask, "How about the farthest away?" Most students will reply "the smaller one."

How about placement of objects on the paper? Point out the fact that the object is located higher up on the paper and not on the same line as the closest item.

Discuss size of the trees and where the sky touches the ground. Show pictures of horizon lines and where objects are in relation to this line.

Show two pictures: One with the horizon line under an object and one with the object over horizon line. Ask which works better and why?

With black oil pastels and circles of different sizes, show students how to draw a snowman. Then, add two more snowmen of different heights and place the smaller ones toward the top of the paper.

Suggest adding objects like a tree, house, or animal toward the top of the paper, and smaller in size thus creating objects near and far.

Draw the horizon line behind the highest object on the page.

Have students return to their seats and begin their picture.

Students are to draw three different snow people near and far, then add the horizon line.

Encourage students to add details on snow people with other color oil pastels.

Week 2: Painting the sky (background) using watercolor resist method.

Invite students to gather around table for demonstration. Have painting materials ready (water for cleaning brushes, newspapers, paper towels, drying racks and watercolor trays) and begin explanation of correct ‘setting up” procedures. Explain all details and why we do it this way to prevent spills and drips on artwork.

Show students brushes and how to hold, use, clean and store correctly.

Explain reason water and oils/wax do not to mix and introduce crayon resist method.
By using this technique students will be able to paint background promptly and effectively.

Students return to tables and are encouraged to work quickly and with moderate amounts of water.

When the sky is completed, place pictures on the drying rack.

During cleanup, instruct students to bring brush and water to sink. Watercolor paint boxes should be closed with paper towel blotter in it and returned to their proper place.

Wipe off tables if necessary, smocks away, then students may wash their hands.

Assessment of Student Learning:

View each student’s artistic process and product to determine extent of student understanding of art concepts, artistic skills, and work habits.

1. Concepts: To be able to demonstrate age appropriate understanding of aesthetic concepts presented in class.
   
   
2. Artistic Skills: Be able to demonstrate expected level of progress in artistic skills of:
   
   a. handling materials correctly drawing, coloring, when creating landscapes and;
   b. evaluating and analyzing correct use of techniques.
   
   
3. Work Habits: Be able to follow directions, participate actively, and show effort in the learning process.