Drawing upside down
Summary:
Subject: grade 7/8, drawing
Duration: 40 minutes
Students will choose an object in the room, I will have some available to them, and they will start to draw the object but from an upside down perspective, this will get students to really start focusing on the space of the object rather than the object itself. Students will draw three different small objects upside down. Try not to let students flip the drawing the right way until the drawing is finished, so they can be shocked by the likeness of their drawing.
Drawing Through a Window
Summary:
Subject: grade 7/8, drawing
Duration: 40 minutes
In this exercise the students will start to discover perspective and come to the understanding that when creating a drawing in perspective that there are elements that will create this illusion in their drawings. They will learn elements such as overlapping, the size of an object is very important when creating an illusion of three dimensions within a drawing. The students will realise that perspective has not always used throughout the history of Art and that it was invented during the Renaissance.
Objectives:
Students will:
- review elements of atmospheric perspective
- be able to identify these elements in their drawing
- draw a scene from a window showing atmospheric perspective
Materials:
- acetate/ or report covers
- dry erase markers
- tape
Introduction:
The students will look at Art from the Renaissance and ancient Egypt (“tiered perspective“) and discuss the differences they see. We will look at various art as class, and discuss as a class, as well as in groups the differences that we see.
Procedure:
Tape a piece of acetate to a window and looking through the paper and trace what is seen. Have students understand why they are tracing what they see. This way they will get practice creating accurate drawings in perspective. Try to get students to simply draw what they see through the plastic covering, not to look back to just out of the window. You can also use plain white paper through a window if it is bright enough.
Conclusion:
Have students look at their drawings and find the elements within it. Discuss elements such as size, overlapping and detail. They will work in pairs and comment on others work as well.
Summary:
Subject: grade 7/8, drawing
Duration: 40 minutes
Students will choose an object in the room, I will have some available to them, and they will start to draw the object but from an upside down perspective, this will get students to really start focusing on the space of the object rather than the object itself. Students will draw three different small objects upside down. Try not to let students flip the drawing the right way until the drawing is finished, so they can be shocked by the likeness of their drawing.
Drawing Through a Window
Summary:
Subject: grade 7/8, drawing
Duration: 40 minutes
In this exercise the students will start to discover perspective and come to the understanding that when creating a drawing in perspective that there are elements that will create this illusion in their drawings. They will learn elements such as overlapping, the size of an object is very important when creating an illusion of three dimensions within a drawing. The students will realise that perspective has not always used throughout the history of Art and that it was invented during the Renaissance.
Objectives:
Students will:
- review elements of atmospheric perspective
- be able to identify these elements in their drawing
- draw a scene from a window showing atmospheric perspective
Materials:
- acetate/ or report covers
- dry erase markers
- tape
Introduction:
The students will look at Art from the Renaissance and ancient Egypt (“tiered perspective“) and discuss the differences they see. We will look at various art as class, and discuss as a class, as well as in groups the differences that we see.
Procedure:
Tape a piece of acetate to a window and looking through the paper and trace what is seen. Have students understand why they are tracing what they see. This way they will get practice creating accurate drawings in perspective. Try to get students to simply draw what they see through the plastic covering, not to look back to just out of the window. You can also use plain white paper through a window if it is bright enough.
Conclusion:
Have students look at their drawings and find the elements within it. Discuss elements such as size, overlapping and detail. They will work in pairs and comment on others work as well.