Concept Sketches · SHS1 Design And Communication…

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Use the principles of perspective drawing and proportion in designing.

By the end of the lesson, learners can:

Define one-point perspective and two-point perspective and state how each is used in freehand conceptual drawing
Identify the horizon line, vanishing point(s), and converging lines in a given sketch or scene
Apply the principles of proportion to sketch objects in correct size relationship to one another
Produce a freehand concept sketch of a scene observed in the school environment, correctly using perspective and proportion
Give and receive constructive feedback on concept sketches using the language of perspective and proportion

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Curriculum details

Strand: Conceptual Drawing (Strand 1)
Sub-strand: Concept Sketches (1.1)
Content standard: 1.1.1.CS.1 - 1.1.1.CS.1 Apply the understanding and techniques of concept sketches in designing. 1.1.1.LO.1 Apply knowledge and skills of the concept sketches to generate and create designs using freehand drawing through the principles of perspective drawing and proportions.
Indicator: 1.1.1.LI.3 - Use the principles of perspective drawing and proportion in designing.
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 26

Exemplars (from the NaCCA curriculum)

Experiential learning/collaborative learning: Assist learners to paste their artwork on the classroom walls to create a gallery and encourage learners to appreciate each other's artwork. Learners provide constructive feedback to their classmates.

Project-based learning, Group work, collaborative learning: In mixed-ability groups, task learners to discuss the concept of perspective and proportion related to drawing, using board illustrations, pictures, relevant videos, and charts. Experiential learning/ Group Work/collaborative learning: In groups guide learners on a nature walk in the school environment to observe scenes. Support them to sketch the scene making correct use of perspective and proportion.

Experiential learning, collaborative learning/Group work: Assist learners to paste their drawings on the classroom walls as a gallery and encourage them to appreciate each other's drawings. Learners provide constructive feedback to their classmates.

Assessment (1.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.

Teaching and Learning Materials:
- Models
- Charts
- Reference books
- Drawing studio
- Access to internet
- LCD Projector
- Sketches.
- Pencils
- Sketch pads
- Erasers
- Pencil sharpener
- Drawing pens or ink
- Blending stumps
- Charcoal