Cityscape: 1-Point Perspective

Grade 5

Jessica Dowling
22 January 2020

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Introductory Information:
•Students will draw inspiration from their world to design their own cityscape
•Students will use linear perspective to create a city street
•Students will use linear perspective to create depth in their cityscape

STAGE 1: DESIRED RESULTS

A. ENDURING UNDERSTANDING: Artists are inspired by the world they live
in.

B. ESSENTIAL QUESTION: In what ways does the world we live in shape us?
How do artists depict where they live?

C. STATE STANDARDS ADDRESSED​:

● Generate and conceptualize artistic ideas and work.​ (5-6.V.Cr.01) Generate

artworks that integrate ideas with new materials, methods, and approaches.

● Organize and Develop artistic ideas and work. ​(5-6.V.Cr.02) Organize and
plan an idea using a variety of self-selected strategies (e.g. sketches, prototypes,
rough drafts).
● Select, analyze and interpret artistic work for presentation.​ (5-6.V.P.04)
Develop a title and artist statement that explain important information about a
personal artwork.

D. LEARNING OBJECTIVES:

● The students will use a vanishing point to create a three dimensional cityscape
● The students will use linear 1 point perspective
● The students will plan and develop their own cityscapes

STAGE 2: ASSESSMENT EVIDENCE

A. PERFORMANCE TASK OR FINAL PRODUCT: The final product will be a
one-point perspective cityscape using watercolors and sharpie.

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B. CONTINUUM OF ASSESSMENTS: Practice worksheet, whiteboard rough draft,
final copy paper.

C. STAGE 3: LEARNING PLAN

A. MATERIALS AND EQUIPMENT:
a. 24 Paper
b. 24 Pencils
c. 24 Rulers
d. Class set of Sharpies
e. Class set of Watercolors
f. Class set of Paint Brushes
g. Class set of water cups
h. Water
i. Class set of colored Pencils
j. Class set of white boards
k. Class set of white board markers
l. Class set of white board erasers

B. VISUAL IMAGE RESOURCES​:

Jakec. Railroad in Northumberland County, Pennsylvania.
https://kids.kiddle.co/Image:Railroad_in_Northumberland_County,_Pennsylvania
.JPG

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C. TEXT, MEDIA AND WEB RESOURCES:
Drawing One Point Perspective.
http://getdrawings.com/hand-perspective-drawing#hand-perspective-drawing-11.j
pg​ ​Accessed 1/16/2020.

Google slide.

Timelapse Video.

D. VOCABULARY WITH DEFINITIONS:

Vanishing Point: A point where lines recede to.

Perspective: ​ drawing solid objects on a two-dimensional surface so as to give the

right impression of their height, width, depth, and position

E. TEACHER INSTRUCTION:
a. Teacher welcomes class and has them sit on the rug
b. Teacher introduces project by showing a google slide with images of
perspective
c. Teacher shows students art and asks them if they know how the artist
made the image look three dimensional
d. Teacher asks students to point out where the lines connect to the vanishing
point
e. Teacher introduces project to students
f. Teacher demonstrates how to draw cityscape on board
g. Teacher passes out perspective worksheet
h. When students finish the worksheet, the teacher passes out rough draft
sheet to practice creating cityscape

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 i. Teacher passes out final copy paper

Include: QUESTIONS TO GENERATE DISCUSSION:

● Do you all remember the vanishing point?
● How do you think this artist made this piece of art look three dimensional?
● How many lines do you see?
● What types of lines do you see? (i.e. vertical, horizontal, diagonal)
● What types of architecture do you see? (Modern, Historical, etc.)
● Where are the lines?

F. LEARNING ACTIVITY:
a. Introduce project and use vts to get students to think about perspective
b. Hand out worksheet for students to work on perspective and prepare them
for the cityscape
c. Pass out rough draft
d. Pass out Final copy paper

G. DIFFERENTIATION:
a. Use multiple examples, images, and ways of teaching the lesson. ELL,
DM
b. Provide dotted lines for students to connect. DM
c. Teacher uses hand over hand with the ruler for student. DM
d. Teacher does 25% work and student does 75% work. DM