Seventh-grade students in John Shafer's art classes learned how to apply the rules of Linear 1 point perspective to create the illusion of 3-D in their drawings. Linear 1 point perspective is based on the principle that all lines and shapes in a drawing can be located using a reference line, called the horizon line, and a single point called the vanishing point.
The students spent a week learning about, practicing, and reviewing this concept. They looked at photographs of cityscapes that were in perspective. “We then went over key terms like ‘horizon line’, ‘vanishing point’, and ‘perspective lines’ so the students could build a vocabulary to communicate the rules of perspective when asking questions and sharing ideas with others,” said Shafer. He used a document camera to show the students how to problem solve using a straight edge to line up all of the lines appropriately. “We went over details like windows, bricks, siding planks, signs, overhangs, roads, sidewalks, steps, and different building shapes,” Shafer noted.
The students then spent two weeks creating cityscape compositions featuring buildings that looked three dimensional. They first drew a rough draft of their cityscape in their sketchbooks. “The goal was to draw a cityscape using linear 1 point perspective with at least ten buildings in a challenging composition that shows the use of color and value in a clean, neat presentation worthy of display,” explained Shafer. Once they all had a rough draft, they started on their final projects.
Once the students finished composition, Shafer used the document camera and colored pencils to show the students how a light source affects buildings and objects with cast shadows.“Students were encouraged to use pressure and layering of colors to manipulate the amount of darks and lights to add to the illusion of 3-D to their composition.” Shafer said.
“Once they get the key terms and techniques down and start to problem solve independently, the excitement of being able to do it really showed,” said Shafer about the students' reaction to using this drawing concept. “I always enjoy hearing the students use the vocabulary amongst themselves and share what they were able to do with each other. All of the students worked diligently on their compositions and should be proud of their final products.”