This is a lesson I use to introduce the idea of atmospheric perspective in a cityscape. We look at pictures and talk about how the smog in a city makes the parts that are far away look hazy.
We then construct a cityscape using white tag board and black construction paper and white tissue paper to create the atmospheric effect.
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THE PLAN
3 sessions; 40 minutes per session
1. SWBAT define atmospheric perspective
2. SWBAT define cityscape and compare/contrast with landscape/seascape
3. SWBAT incorporate a variety of geometric shapes into their cityscape's architecture
1. Black construction paper
2. White tag board
3. Glue
4. Scissors
5. White tissue paper
6. White paper for windows
7. White colored pencils
8. Examples of cityscapes/atmospheric perspective
At the beginning of class, I review what a landscape and a seascape are. I then introduce the idea of a cityscape by showing examples and having the students name what they see. We spend some time comparing and contrasting the three art forms.
I then ask the students to notice what happens to the color in buildings that are farther away. I have them describe how they can tell which buildings are close and which are far. We then define this hazy look as atmospheric perspective.
I show the students my finished example, so they can see what the finished results of our artwork will resemble. We talk about different kinds of buildings one might see in a city and how they might be shaped. (I encourage them to look at the shapes of buildings in my examples, so they can see that not all buildings are simply tall rectangles.) I show them how to use one line to create a skyline and encourage them to keep it high on the paper (pointing out that there will be another level underneath this, so they must leave space for it.) I pass out the tag board, black construction paper and white colored pencils and have them draw their skyline.
I then have the students cut out and glue their skyline to their tag board. I then give them a piece of white paper (heavy works best) to create windows to glue on their skyline.
Finally, I show the students how to cover their page with a piece of white tissue paper. We set these on the drying rack to completely dry for next class.
At the beginning of class two, I review with the students what we went over last time and the steps we used so far. I then tell them that they are going to be adding a second level to their cityscape.
I give the students another sheet of black construction paper and the scissors, glue and white colored pencils. I ask them to draw their second level of their cityscape a little lower than their first. They draw this level, and then cut it out and apply it to the work from last time. I give them more white paper to create windows to finish the work.
I give the students the attached peer assessment from Harcourt at the beginning of class three. Class A assesses the work from Class B.
More advanced students can add more layers to their cityscape.
I only use the beginning of the third class for the peer assessment. I then move the students on to the next project.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[K-4] Students describe how people's experiences influence the development of specific artworks
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