Perspective
One-Point Perspective
Architectural Design
Lesson Plan
Performance Objective
Students will gain understanding of how to set-up and execute a one-point perspective.
Specific Objective
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Demonstrate the process of one-point perspective
Demonstrate the terms of one-point perspective
Demonstrate the use of one-point perspective
Identify the need of one-point perspective in real world situations
Apply the process of one-point perspective to real world situations
Terms
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One-Point - parallel lines vanish to one point, used mainly for interior spaces.
Two-Point - parallel lines vanish to two points; the most popular form of perspective.
Three-Point - parallel lines vanish to three points; a special form of perspective used in special
situations.
Ground Lines - a horizontal plane that represents the ground plane.
Horizon Lines - imaginary line where the sky and earth seem to meet.
Picture Plane - the surface of a drawing or painting.
Station Point - location of the observer’s eye.
True Length Lines - established where the object touches the picture plane
Vanishing Points - point on the horizon where receding parallel lines seem to meet
Time
The lesson will take 30-45 minutes to complete. The independent practice can take anywhere from 25 minutes
to a few days, depending on teacher resources, needs, and time frame. Please refer to the
Extension/Enrichment section for explanation.
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Architectural Design
130.46(c) Knowledge and skills
(6) The student applies the concepts and skills of the profession to simulated or actual work situations:
(C) create a freehand simple one-point perspective
Interdisciplinary Correlations:
World History Studies
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113.42(c)(26)(A). Identify significant examples of art and architecture that demonstrate an artistic ideal
or visual principle from selected cultures;
113.42(c)(26)(B). Analyze examples of how art, architecture, literature, music, and drama reflect the
history of the cultures in which they are produced.
Mathematical Models with Applications
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111.43(c)(6)(A). use similarity, geometric transformations, symmetry, and perspective drawings to
describe mathematical patterns and structure in architecture.
Occupational Correlation (O*Net – www.onetonline.org):
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Project Architect, Design Architect, Project Manager
Tasks:
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Consult with clients to determine functional or spatial requirements of structures.
Prepare information regarding design, structure specifications, materials, color, equipment, estimated
costs, or construction time.
Direct activities of workers engaged in preparing drawings and specification documents.
Soft Skills: Active Listening, Complex Problem Solving, Critical Thinking
Copyright © Texas Education Agency, 2012. All rights reserved.
2
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate students with learning differences by referring to the files found on the Special Populations
page of this website (cte.unt.edu).
Preparation
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Review and familiarize yourself with the terminology, materials, and process for one-point perspective.
Have materials and documents ready for distribution prior to the start of the lesson.
This lesson is intended for duration of 35-45 minutes. In the Extension/Enrichment section of this
lesson, you may find some ideas that can extend the lesson over a longer duration. The extent of the
time frame given to this lesson can vary depending on your needs and resources.
References
D. K. Ching, F. (2009). Architectural graphics. Hoboken, New Jersey: John Wiley and Sons,
Kicklighter, C. E. (2000). Architecture: Residential drawing and design. South Holland, IL: GoodheartWilcox
Instructional Aids
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Reference Books
Sample perspective images
Lesson Presentation
Instructor Computer/Projection Unit
Materials Needed
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Paper
Pens, pencils, markers
Presentation boards (if needed)
Equipment Needed
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Scales/Rulers
Straightedges
Cutting tools
Adhesives
Surface to hang presentations (if needed)
Learner Preparation
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Discuss rules and guidelines for use of materials and tools.
Copyright © Texas Education Agency, 2012. All rights reserved.
3
Introduction
The main purpose of this lesson is to help students:
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Understand there are drawing methods for presenting architectural ideas (past)
Understand and utilize one-point perspective as a communication tool (present)
Utilize one-point perspective to express and present architectural projects or ideas (future)
Show examples of perspectives in art or architecture, such as buildings structures and interior spaces. Allow
students to ask questions and discuss pictures if they are unclear or curious.
Ask students if they have ever seen a perspective drawing. Can they identify a perspective drawing? What are
some of the characteristics?
Tell students that perspective is a type of pictorial drawing technique that gives a realistic feel of the subject
matter. It gives the “perspective” that the drawn object is vanishing or getting smaller as it goes back into
space.
Ask students if anyone knows how to draw a perspective. If so, where did they learn?
Tell students that perspective has many applications in art, design, and architecture. But for architectural
purposes, it is mainly used as a tool to communicate an idea to someone.
Ask students if they know of the different types of perspective.
Tell students that there are several types of perspective and they have different purposes. Today we will look
at those but our focus is on the one-point perspective.
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Outline
Outline (LSI Quadrant II):
Instructors can use the software presentation and slides in conjunction with the following outline.
MI
OUTLINE
I.
II.
NOTES TO INSTRUCTOR
Prior knowledge of the concept of
perspective drawings
Introduction of one-point perspective
III.
IV.
Vocabulary and terms for one-point
perspective
Demonstration of proper layout of a onepoint perspective
V.
Demonstration of proper use of the tools
and materials for the one-point perspective project
VI.
Independent Practice
Begin discussion over
perspective and discover
students’ prior knowledge.
Use software presentation
slides 3-4 to introduce
concepts.
Use software presentation
slides 5-13 to introduce
concepts.
Demonstrate one-point
perspective using either
projector, software
presentation, or available
means.
Show the tools and
materials available to you
for creating one point
perspective.
Students will complete the
One-Point Perspective
Project.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Copyright © Texas Education Agency, 2012. All rights reserved.
5
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice (LSI Quadrant III):
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Demonstrate to students how to layout and create a one-point perspective.
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Model the proper techniques and safety for using the tools and materials.
Independent Practice (LSI Quadrant III):
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Have students create a one-point perspective.
Summary
Review (LSI Quadrants I and IV):
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Have students present their one-point perspective.
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Ask students to reflect on their knowledge and brainstorm where they can use one-point perspective in design.
Evaluation
Informal Assessment (LSI Quadrant III):
Any of the following can be used as informal assessments :
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Spot check for vocabulary terms
Check progress on one-point perspective project
Participate in one-point perspective project
Present one-point perspective project
Formal Assessment (LSI Quadrant III, IV):
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One-point perspective project using grading rubric
Copyright © Texas Education Agency, 2012. All rights reserved.
6
Enrichment
Extension/Enrichment (LSI Quadrant IV):
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Have students color and enhance the one-point perspective.
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Have students change or alter the scale of the project for varying effect.
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Have students add additional “elements” to their perspective.
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Have students develop their own “subject matter” for the one-point perspective.
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Have students use some view from the classroom or school to develop a one-point perspective. This could even
turn into a search around the school if possible.
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Utilize the office method of creating a one-point perspective. This method utilizes the floor plan and an
elevation or section in order to get accurate sizes and scale. This requires more time, set-up, and instruction.
Copyright © Texas Education Agency, 2012. All rights reserved.
7
Architectural Design
One Point Perspective
Handout
Concepts:
Perspective
a graphic system that creates the illusion of depth and volume on a twodimensional surface.
One Point Perspective
parallel lines vanish to one point, used mainly for interior spaces
Two Point Perspective
parallel lines vanish to two points; the most popular form of
perspective
Three Point Perspective
parallel lines vanish to three points; a special form of perspective
used in special situations
Vocabulary:
Ground lines
a horizontal plane that represents the ground plane.
Horizon Lines imaginary line where the sky and earth seem to meet.
Picture Plane
the surface of a drawing or painting.
Station Point
location of the observer’s eye.
True Length Lines
established where the object touches the picture plane
Vanishing Points
point on the horizon where receding parallel lines seem to meet
Copyright © Texas Education Agency, 2012. All rights reserved.
8
Architectural Design
One Point Perspective Lesson
Test/Project
Project:
Students will use the following materials:
Blank paper – Size may vary
Pencil/Pen/Marker
Scale/Ruler
Students will lay out a one point perspective on the blank paper.
Use the technique from the presentation to guide them along.
Depending on the resources and time frame, you can determine the elements that will be utilized
for the project.
Students will then present their project to the class and explain the process of the perspective.
Test:
Students will be graded using the assigned rubric.
Extension:
Students can add given elements to the lay out.
Students can develop their own elements to add to the lay out.
Students can change the arrangement of the horizon line.
Students can change the placement of the vanishing point.
Copyright © Texas Education Agency, 2012. All rights reserved.
9
Rubric Template
Task Statement: Perspective
Task Assignment: House Perspective
Criteria Concepts/Skills to be
Assessed
Directions
(Possible 4 points)
Vocabulary usage
Novice
1
Criteria Categories
(Novice to Exemplary)
Developing
Accomplished
2
3
Did not
demonstrate
understanding
and did not follow
directions for
lesson
Understood and
followed some
directions for
lesson
Understood and
followed most
directions for
lesson
Understood and
followed all
directions for
lesson
Did not use proper
vocabulary
Used some
vocabulary
Properly used
most vocabulary
Accurately and
thoroughly used
vocabulary
Incorrect set-up of
perspective
Somewhat correct
set-up of
perspective
Mostly correct setup of perspective
Accurate set-up of
perspective
Understanding of
perspective
method is not
shown
Some
understanding of
perspective
method is shown
Mostly,
understanding of
perspective
method is shown
Accurate
understanding of
perspective
method is shown
Sloppy; smudges
and unwanted
marks
Some smudges,
unkempt
Mostly clean and
accurate
Accurate, clean,
and neat
(Possible 4 points)
Perspective Set-up
(Possible 4 points)
Perspective Execution
(Possible 4 points)
Craftsmanship
(Possible 4 points)
Exemplary
4
A = 20 – 17 points
Total Points: 20
B = 16 – 13 points
C = 12 – 9 points
D = 8 – 5 points
F = 4 – 1 points
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10
Points
Earned