5 sessions; 50 minutes per session

SWBAT explain the difference between shapes and forms.

SBWAT create forms from shapes using one-point perspective.

1. White Paper (doesn't need to be high quality)
2. Pencil
3. Sharpie
4. Ruler (or other straight edge)
5. Rubber Cement
6. Construction Paper (multiple colors; for background)

Need these materials? Visit Blick!

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DAY 1
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1. Explain the difference between shape and form
—Shapes are 2-Dimensional
—Forms are 3-Dimensional
—Be sure to show examples
2. Explain, Demonstrate and have students Practice creating forms using one-point perspective
—Make use of the attached forms (start with the easy shapes)

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DAY 2
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1. Have students complete all practice sheets
—Be sure they are able to complete the blank sheet (create your own)

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DAYS 3-5
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1. Students create 6 geometric (straight lined) shapes on the white paper.
—Be sure to monitor their shapes in relation to individual ability level
2. Students cut the shapes out of the white paper
3. Students arrange shapes around the vanishing point
—Not all shapes have to be used on the final paper
4. Students attach shapes to paper using rubber cement
5. Using a ruler and a pencil, students begin to transform their shapes into forms
—GENERAL RULE: Draw a line from ever corner (vertex) to the vanishing point unless that line goes completely through the shape
—Be sure to erase all excess lines
6. Outline shape and all drawn lines with a Sharpie to make it stand out from the background
7. Shade in the created form
8. You're done!

Students are assessed on a rubric that is given out before the project. They are graded on a scale of 0-3 for categories including: Craft, Use of Materials and Technique, and Use of Class Time.

I used this with my high schoolers—they had no prior one-point perspective training. So this would be fine to use with lower level students as well.

[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work

[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

Form, Shape, Space

Marker, Paper, Pencil

Math

FormPractice.pdf