UDL LESSON PLAN

Subject: ART     Grade: 9th    Date: _____    

UNIT/LESSON Working in Perspectives

CONTENT ● Students will recognize the different types of perspective

OBJECTIVE(S) ● Students will be able to create depth
● Students will use the vocabulary correctly
COMMON CORE ● artists plan, organize, and develop creative ideas, plans, and
STANDARD models into process structures that can effectively realize the
artistic idea
● The forming, integration, and refinement of aesthetic
components, principles, and processes create purpose,
meaning, and artistic quality in media artworks
● Media artists integrate various forms and contents to develop
complex, unified artworks
● Interpretation and appreciation require consideration of the
intent, form, and context of the media and artwork
FOCUS/ KEY how does perspective function?
QUESTIONS
BARRIERS TO Students might not believe in their ability to make art.
LEARNING Students might not have access to art supplies at home.
Students may have physical or developmental differences.
PLANNING WITH Multiple means of Printed-out slide notes can be provided
UDL representation along to learners who might be hearing or
visually impaired. Fill-in-the-blank notes
can also be provided for those who might
struggle to follow along.
Multiple means of If a student struggles to work with the
action and expression materials given (pencils and paper) other
materials can be substituted. If a student
is visually impaired I might ask them to
depict what distance is like for them, what
is it like when an object is out of reach?
What about that same object, but close
enough to feel with just fingertips? That
same object fully in their hands? how
would they describe this range of depth
and what details of the object could they
show at each stage?
Multiple means of Different assignments could use my
engagement kinesthetic materials or auditory elements
to depict space without. The final project
could be created with a plethora of
materials. this Ranges from google
SketchUp to popsicle sticks.

Bauleke & Young 2011

READING/ ● Horizon Line
VOCABULARY ● Vanishing Point
● Single Point Perspective
● Two-point perspective
● Horizontal
● Vertical
ASSESSMENTS FORMATIVE: In-class practice, Hmwrk 1&2, Hallway Drawing,
SUMMATIVE: Final Project
MATERIALS

LEARNING STRATEGIES DAY 1

INTRODUCTION “The greatest hits” a short introduction to Perspective drawing with art
(10min) history sprinkled in for fun!
WHOLE CLASS Students will spend the class time practicing single-point perspective.
ACTIVITY (20 They will place 6 cubes on a plain and must overlap three of them. If
min) students finish this quickly they will practice two and three-point
perspectives. Students can also reattempt the first practice without using
rulers and then go back in with a straight edge to see how accurate their
perspective lines came out. I will touch base with each child making sure
to answer questions and give feedback to the class individually.
CLOSURE Class clean up and homework assignment are given out
(5min)
HOMEWORK Students will take home three photos printed one per page in the center of
a piece of paper. They are to trace as many perspective lines as possible
to find the vanishing point and horizon line. they will need a ruler or
straight edge to do so, if they don't have one they can borrow one from the
class.

LEARNING STRATEGIES DAY 2

INTRODUCTION Go over homework and answer questions.
(10 min)
WHOLE CLASS Students will follow me into the hallway to an area that I have prepared
ACTIVITY (20 that looks down a long corridor. On the back wall, I have placed a red dot
min) in the center to indicate a vanishing point. I will demonstrate how to use
perspective to draw the hallway. I will have students draw the hallway as
well. If students are finishing their assignments quickly I will challenge
them to add extra objects like benches or doors into the hallway from their
imagination using the vanishing point as a reference. I will meet with each
child to make sure I have answered any questions that they have and give
feedback to the class individually.
CLOSURE/ Class clean up and homework assignments are given out
(5min)
HOMEWORK Students will begin to sketch out bridge designs for their final project.

LEARNING STRATEGIES DAY3

Bauleke & Young 2011
INTRODUCTION Go over homework and answer questions.
(10 min) Introduction to covered bridges, Talk about different bridges around VT,
focusing on the different types of truss designs. We will also discuss their
use in marketing and media.
WHOLE CLASS Students are given time in class to work on their bridge drawings using
ACTIVITY (20 either a single or two-point perspective. Sketchup is also an option for
min) those that wish to work more in-depth in the 3D software. I will touch base
with each child making sure to answer questions and give feedback to the
class individually.
CLOSURE/ Class cleanup and homework assignments are given out
(5min)
HOMEWORK Students will use their time at home to touch up their bridge designs.

LEARNING STRATEGIES DAY4

INTRODUCTION Go over homework and answer questions.
(10 min)
WHOLE CLASS Students are given time in class to work on their bridge drawings using
ACTIVITY (20 either a single or two-point perspective. Sketchup is also an option for
min) those that wish to work more in-depth in the 3D software. I will touch base
with each child making sure to answer questions and give feedback to the
class individually. I will try to use the new vocabulary while talking with
students to encourage their use of it later on.
CLOSURE Class cleanup and homework assignments are given out
(5min)
HOMEWORK Students will use their time at home to touch up their bridge designs.

LEARNING STRATEGIES DAY 5

INTRODUCTION Allow students to hang up finished work and settle into critique seating.
(5min)
WHOLE CLASS Class critique.
ACTIVITY (20 ● What is the focal point of the piece?
min) ● What elements are used?
● What works and What doesn't? Why?
● Bonus: What kind of covered truss bridge is it?
I am looking to see clear and respectful communication among students. I
also want to hear Strong usage and understanding of the week's
vocabulary.
CLOSURE/ Class clean-up and next week's lesson plan hinted at.
(5min)
HOMEWORK none.

Bauleke & Young 2011