4 sessions; 45 minutes per session

1. SWBAT create the illusion of form and depth by using 1-point perspective technique
2. SWBAT draw letterforms of a consistent size and shape.
3. SWBAT express personal interests and creativity through the decoration of a name design.

1. Ruler/straightedge
2. Pencil
3. Eraser
4. Markers (for outlining shapes)
5. Colored pencils

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1. Draw guidelines for the top and bottom of the letters.
2. Divide guidelines into rectangular boxes - 1 box for each letter of students name - show students how to space out the area evenly.
3. Show students how to turn each rectangular box into a block letterform by drawing into/removing sections of the box. Emphasize breaking complicated letterforms into simpler forms and building off of that.
4. Erase all guidelines.
5. Establish vanishing point.
6. Draw perspective lines from the top of each letter out to the vanishing point.
7. Add perspective lines from the sides of letters, showing students how to stop their lines when they hit a "wall" of the letter next to it.
8. Outline all lines in marker.
9. Students decorate the foreground and background of their name design by drawing in pencil, outlining in marker, and coloring in with colored pencil.

After the initial skill is learned, students complete a practice worksheet (attached) to demonstrate knowledge of 1-point perspective.

The final project is assessed based on the following questions:
- Did the student use correct perspective lines?
- Did the student draw letters that were consistent in size and followed the guidelines?
- Is the overall project done neatly and to the best of the student's ability?

I like to encourage students to use designs and symbols to decorate their name drawings that tell the viewer something about themselves!

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

Space, Shape, Proportion/Size, Line, Form

Marker, Graphite, Drawing, Colored Pencil

Math

3-D Name Design.pdf
1-point perspective practice.pdf