Perspective, Part 2


The “dream rooms” as part of the perspective project have gone really well. I have learned so much from this assignment in how to kick my right brain into gear to break down art tasks into elements the kids can follow. Ironic, isn’t it, that since I am nearly done with art class I am figuring out how to actually teach it!

The use of the math vocabulary has been so extensive – I really had no idea just how much you use the vocabulary of math in art. If these kids don’t know “parallel” by now, they never will! It has been so interesting to see how parallel lines play such an important part in creating perspective drawings. I showed a few of the dream rooms to my eighth graders, and they really kicked the assignment into gear. I have found it also helps if I work at a table with a few of the kids, on my own drawing, and then answer questions and give suggestions.

This was really funny Thursday with some of my eighth grade boys. We had a great time – we were working on rooms together, and the “hard-core” guys were asking me to add stuff – like a Playboy Bunny logo on their full-ceiling plasma TV (hey, these are dream rooms) – so I sketched the logo – very lightly so that they would have to go over it and make it their own. You should have seen their eyes bug out when they realized I knew how to do that!

Next week I should be able to get pictures of rough drafts and their final copies – quite impressive, for a teacher who doesn’t have a clue!

That said, we started working with texture Friday. Again, thanks to a great website,
Intro to Art I had a good way to get the kids started. I worked up a PowerPoint on tonal, crosshatch, and linear textures, and made a worksheet with guidelines for them to follow. Then I had them repeat that exercise using charcoal…and that’s another story….

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