Nā Hopena Aʻo outcome(s):
○ Sense of Belonging
○ Sense of Responsibility
○ Sense of Aloha
Social Justice Anchor standard(s):
○ Identity
○ Action
Standard 6: Assessment
Drawing In Perspective
6(a) The teacher balances the use of formative and summative assessment as appropriate to support, verify, and document learning.
6(h) The teacher prepares all learners for the demands of particular assessment formats and makes appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and language learning needs.
6(i) The teacher continually seeks appropriate ways to employ technology to support assessment practice both to engage learners more fully and to assess and address learner needs.
6(m) The teacher knows when and how to engage learners in analyzing their own assessment results and in helping to set goals for their own learning.
6(n) The teacher understands the positive impact of effective descriptive feedback for learners and knows a variety of strategies for communicating this feedback.
6(r) The teacher takes responsibility for aligning instruction and assessment with learning goals.
6(s) The teacher is committed to providing timely and effective descriptive feedback to learners on their progress.
Link To Lesson Plan
Link To Presentation
Students have been working and practicing on their basic drawing process. The class has currently been working with blind contour & contour drawing. They should currently know and understand drawing techniques such as shading and texture.
The student will understand and be able to apply the fundamentals of linear perspective by being able to draw either a 1, 2, and 3-point perspectives and describe their work using the pertinent vocabulary of art.
This artifact is connected to assessment because students one at a time will share their slide which includes their artwork and a reflection. Student artwork needs to reflect the method of perspective and their reflection needs to cover their vocabulary. Students will share and communicate in the classroom. Students will also be graded on their thoughts and engagement in the discussion.
Anticipated Times | Teacher Actions | Expected Student Actions |
10 | -Go over standards -Go over objectives -Go over materials and sources
| Students should share any difficulties they may have or need practice on. Students should prepare and listen to new project idea and share what they think or what they find challenging. |
30 min | -Teach vocabulary words -Go through the procedure of a cube in perspective -Cover video in slides -Show examples to students -Draw examples with students
| Students are expected to watch as the teacher demonstrates proper techniques to drawing various perspectives of art. As they watch they will be given the class period to practice. |
10 min | Ask the students if they need assistance or more examples to go over. During this time draw with the students showing them how to step by step complete this ten-minute activity. | Students will begin drawing horizontal lines with a vanishing point. They will practice the methods they learned in this exercise. |
30 min | -Show examples of the one-point perspective in different scenes. -Teach students how to create an outdoor/indoor scene using one-point perspective. -Watch video with students covering ‘Scene in perspective”. -Assign the rest of the class time to work on their scenes.
| Students will learn through the power point and follow the examples shown. Students have free creativity to draw what they want as long as it expresses one-point perspective and they can explain their work via vocabulary words. |
10 min | -Begin to end class -Remind students to finish the exit pass if they haven’t already -Remind students to submit their work to their personal portfolio for grading -Students have until the end of the day (11:59 PM) to submit their work.
| Students can ask any questions about homework and their remainder requirements of this project.
1. Finish Exit Pass
2. Finish your perspective scene project
3. Upload work and reflection to portfolio 4. Include a minimum of three vocabulary words in your reflection
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