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Learning How To Draw

Elementary Perspective: Lesson 4 (Corner of Room)

Time: Allow 40 minutes - remember to mark work from previous lesson. Rather than marking at home, the teacher, if well organized, can move among the class and mark work, holding up and complementing the better efforts, during the time the students are at work.

Aim: To create a perspective grid using a single measurement and three vanishing points. This lesson is to introduce the notion of perspective 'scale'. That is, as things of equal size recede they appear smaller. Perspective is a method of logically determining just how much smaller.

Materials:

30x45cms or 12"x18" standard cartridge paper (thick, white, plain) sketchpad.
HB pencil
Ruler

Notes: Construct margin and title box then:

a) Quarter the page as shown with light lines then add the two additional lines as shown

b) measure a set distance up as shown 30mm (1,1/4") and join to RVP as indicated

c) where that line intersects the vertical line down from CVP construct light line from LVP as shown

d) join two lines to CVP as shown

e) add the two extra light lines from LVP and RVP. We have now drawn on the ground four squares. We can add many more going backwards using the same method.

f) now we have 36 squares

g) shade the alternate squares as shown. We now have a floor. At this stage the student needs to be asked:

- are the squares of 'equal' size?

- why are the ones at the back smaller then the ones at the front?

- what happens to parallel lines when we draw them in 'perspective'?

- is this what the eye or the camera sees?

Next we shall put in some walls

h) add the two extra light lines 40mm (1,1/2") up from dead center

i) firm in the walls

j) using only vertical lines and lines going to RVP or LVP lightly construct some windows and a door. Ask:

- how could the room be made larger? (answer - lowering the ceiling)

k) firm them in and add a door knob and a little shading on the ceiling. Ask:

- how do we know how high to make the door? (stress the importance of observation - look around the classroom for clues)

- is the door handle on the right or left side of the door?

l) I have added some more tiles (see if the student can do this by 'judgement') - an extra row on the right and one on the left - and shaded the door

Clean up and print in the title as shown.

You will find some students will grasp the ideas faster than others. Instead of having them idle, and waiting, they can be encouraged to add extra detail of their own choosing. That is the beauty of this type of lesson - it is open ended. Encourage the brighter ones to try and add more complicated items.

Homework: Complete the drawing adding a painting on the wall, curtains, light on the ceiling, a chair or table....

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Elementary Perspective: Lesson 4 (Corner of Room)
Time:	Allow 40 minutes - remember to mark work from previous lesson. Rather than marking at home, the teacher, if well organized, can move among the class and mark work, holding up and complementing the better efforts, during the time the students are at work.
Aim:	To create a perspective grid using a single measurement and three vanishing points. This lesson is to introduce the notion of perspective 'scale'. That is, as things of equal size recede they appear smaller. Perspective is a method of logically determining just how much smaller.
Materials:	30x45cms or 12"x18" standard cartridge paper (thick, white, plain) sketchpad. HB pencil Ruler
Notes:	Construct margin and title box then: a) Quarter the page as shown with light lines then add the two additional lines as shown b) measure a set distance up as shown 30mm (1,1/4") and join to RVP as indicated c) where that line intersects the vertical line down from CVP construct light line from LVP as shown d) join two lines to CVP as shown e) add the two extra light lines from LVP and RVP. We have now drawn on the ground four squares. We can add many more going backwards using the same method. f) now we have 36 squares g) shade the alternate squares as shown. We now have a floor. At this stage the student needs to be asked: - are the squares of 'equal' size? - why are the ones at the back smaller then the ones at the front? - what happens to parallel lines when we draw them in 'perspective'? - is this what the eye or the camera sees? Next we shall put in some walls h) add the two extra light lines 40mm (1,1/2") up from dead center i) firm in the walls j) using only vertical lines and lines going to RVP or LVP lightly construct some windows and a door. Ask: - how could the room be made larger? (answer - lowering the ceiling) k) firm them in and add a door knob and a little shading on the ceiling. Ask: - how do we know how high to make the door? (stress the importance of observation - look around the classroom for clues) - is the door handle on the right or left side of the door? l) I have added some more tiles (see if the student can do this by 'judgement') - an extra row on the right and one on the left - and shaded the door Clean up and print in the title as shown. You will find some students will grasp the ideas faster than others. Instead of having them idle, and waiting, they can be encouraged to add extra detail of their own choosing. That is the beauty of this type of lesson - it is open ended. Encourage the brighter ones to try and add more complicated items.
Homework:	Complete the drawing adding a painting on the wall, curtains, light on the ceiling, a chair or table....
Links:	Teacher's Toolbox \| Course Index \| Course Overview \| Previous Module \| Next Module