Showing posts with label perspective. Show all posts
Showing posts with label perspective. Show all posts

Sep 25, 2013

Hot Air Balloon Drawing

One large, medium and small circle can turn into a fun drawing about hot air balloons. I love showing students what old fashioned balloons looked like, for inspiration.
1. I gave my students 3 templates to trace for the circles. They drew baskets below, and rope lines to attach them. Basket can be drawn with dimension, or just flat, depending on ability.
2. Trace all the lines with black marker. Using a thin one for details will add interest.
3. Color all in with markers or crayon. I used my current favorite, the Stabilo brand that has lots of color choices and a tip that I can really appreciate.

Oct 2, 2012

Watercolor Landscape

One of the very first steps in learning perspective is noticing that the further things are away from you, the smaller they appear. A fun way to play with this is with a leaf-blowing landscape.
1. Draw a very simple landscape with a tree, hill, and multiple layers of bushes. Add leaves around the tree, and at least one big and several medium size ones.
2. Trace all the lines with a black Sharpie marker.
3. Add some lines of color with crayons: squiggles for grass, lines in bushes, veins in leaves, etc.
4. Paint all with watercolor paint. I used my favorite Dick Blick brand, especially their Turquoise Blue!

May 29, 2012

Up, Up and Away Hot Air Balloons

One of the first elements of learning perspective is noticing that things that are far away from you appear smaller than those that are near. Students use precut circles in this project to make hot air balloons that appear to be floating up, up and away...
1. I used circle punches to make three sizes of circles ranging from 1.5" to 3" circles. Students chose three, one in each size, and glued them onto their paper.
2. The rope lines were drawn with a pencil, starting with a curved one around the middle of the circle, a basket centered below, and then rope lines connecting the two. When complete, the pencil lines were traced with a thin black marker.
3. Clouds were drawn in the background, and the sky and basket were colored in with crayons.
Thanks to Tilee, a talented 3rd grader, for letting me share her beautiful drawing made today.

Feb 29, 2012

One-Point Perspective Drawing

I’ve tried the perspective city street lesson before, but the students seemed to spend more time measuring lines than anything else. This lesson still teaches about one-point perspective, but is much less fussy.
1. Each student needs a 9" square paper, ruler, pencil and 2" square cardboard template. They are to trace 4 or 5 squares somewhat in a ring around the outside edge of the paper. Corners may go off the paper, but the center needs to be left open.
2. The students make a vanishing point dot somewhere in the middle of the paper. They draw straight lines (lightly) connecting it to every square corner that they can reach. If a connecting line would go into the square, it means it would be behind and wouldn’t show.
3. To create the cubes, lines need to be drawn as shown in the diagram, always parallel to the square.
4. All the lines that are not part of any cube need to be erased.
5. An organic shape is added to their picture in the shape of a rope. They are to draw holes in their cubes, and make one rope look like it is going in and out of each cube in a continuous fashion. When the drawing is complete, the lines are traced with a thin black marker. The cubes are colored in with colored pencils, using varying pressure to get different shades of color. Lastly the background is colored. White circle could be left to look like stars, if desired.
CA Visual Art Standard: Creative Expression, Grade Five
2.1 Use one-point perspective to create the illusion of space.

Feb 18, 2012

Cityscape Drawing

I made my own graph paper for this project by printing a grid of 1/4" lines on a large piece of paper. This eliminates the need for rulers, and the students can just concentrate on their buildings.
1. Have the students start by drawing a horizon line, about 2" up from the bottom. Then the students draw a series of rectangles that are different heights, but share sides (buildings should look like they touch with no space between).
2. Starting at the top left side of the top left building, draw a small line up at a 45% angle. Draw angles like this for all of the corners of all the buildings, making sure these lines all the same length.
3. Starting at the left building, connect the tops of all the angles with a straight line. These lines should all be parallel to the building fronts.
4. Ask the students to add detail to their buildings such as windows, doors, signs, etc. Encourage them to think of buildings in their own neighborhood.
5. Time for skinny black markers to trace everything and good pencil crayons (believe me, cheap ones are not worth it) and lots of careful coloring. Ask the students to color everything in so no white paper remains.
CA Visual Art Standard: Grade 3
2.3 Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.

Jan 14, 2012

Falling Away Drawing

Students start with tracing their own hands and shoes to make thislarge “falling away” drawing.
1. A large piece of paper is needed, about 18" x 24" or so, depending on the size of the students. They begin by tracing their own hands just above the middle, and their shoes below.
2. A head is drawn behind the hands. Arms and legs are connected to hands and shoes.
3. All the lines are traced with a marker and colored as desired. I remember this working well for large groups as the tracing gives everyone an equal starting point.

Nov 17, 2011

Fall Landscape Drawing

My first step in teaching perspective drawing is that foreground features are larger than similar background features. I recenty showed my new kinders how to apply this concept when drawing a landscape. 
1. I demonstrated how to draw a large tree to establish the foreground and how adding a horizon line and smaller trees creates a distant background. They then added any details the wished.
2. They traced their pencil drawings with black Sharpies.
3. The drawings were completed with color pencils.
Can you believe this adorable drawing was made by a kinder? Thanks to Koa for letting me share his artwork.

May 9, 2011

Desert Landscape

The first step in learning perspective is noticing that objects get smaller as they move away. I used this desert landscape theme to have students create lots of visual space in their drawing.
1. A bumpy horizon line is drawn near the bottom of the paper. Three cactus are added; one large, one medium and one small, anywhere they like. Butte mountains, with their flat tops, are added in the background. Sun and clouds look good too.
2. All the pencil lines are traced with a black marker.
3. The drawing is colored in with pencil crayons.
Thanks to Matthew G., a 1st grader, who let me share his great drawing.

Sep 5, 2010

In Your Face Cow Drawing

This idea comes from a funny painting I found in a home decor catalog. I love how it exaggerates the proportions of the cow.
1. I started with a 11" x 14" drawing paper, and folded it in half four times to get a grid of guidelines like those shown on my diagram. Have the students start by drawing half of the head as shown on my diagram, and then adding the opposite side with as much symmetry as possible.
2. Tilted eyes are added at the widest part of the head. The top of the nose is added to make a nose that looks like a square with rounded corners.
3. Ears are drawn extending out of the top of the head, and as they are really large, going off the paper.
4. The body of the cow is added with legs below and the back above. You can give the students the option of drawing the body to the right or the left.
5. When the drawing is complete, the students trace the art with a black Sharpie and then color in with oil pastels. Encourage overlapping the edges of different pastel colors so they get a fuzzy look instead of any hard line.

Jul 25, 2010

City Block One-Point Perspective Drawing

One of the CA Arts Standards for 5th graders is one-point perspective drawing. To be honest, I’ve struggled with covering this concept in the past with just one 50-minute class. After discussing what it means to have a “vanishing point” in their drawing, I once had students make their own guidelines to follow, only to have much of the class not get past this point. And I once tried pre-printed guides, only to find they get confusing and end up being too much information that can’t be erased. This year I’m going to try starting with this series of squares, which you can download here. I think it will give students the angles they can see to follow their own vanishing point, without overwhelming them with too many lines.
1. Just the fronts of their buildings are drawn in each square, leaving room for the rest of the building.
2. A vanishing point can be inside a picture or outside, which is true for this guide. The students should visually follow where all the angled lines on their guide would intersect off the paper so they can picture where their vanishing point is. The sides of each building are drawn, making sure that they all point to this imagined vanishing point. The sides of the city blocks will help guide them.
3. The ends of the buildings are connected to finish the buildings. It’s best, of course, to start with just simple cube-shaped buildings before more complex ones are taken on. Some blocks may just have trees, if desired.
4. All of the drawing is traced with an ultra fine point marker, and colored in with pencil crayons.

CA Visual Arts Standard: Grade Five
2.1 Use one-point perspective to create the illusion of space.