Aim:
To create a perspective
grid using a single measurement and three vanishing points. This lesson
is to introduce the notion of perspective 'scale'. That is, as things of
equal size recede they appear smaller. Perspective is a method of logically
determining just how much smaller.

Materials:
The sketch pad,
HB pencil, ruler.

Construct margin and title box then:

a)
Quarter the page as shown with light lines then add the two additional
lines as shown.

b)
Measure a set distance up as shown 30mm (1,1/4") and join to RVP as
indicated.

c)
Where that line intersects the vertical line down from CVP construct light
line from LVP as in the drawing.

d)
Join the two lines to the CVP as shown.

e)
Add the two extra light lines from LVP and RVP. We have now drawn four squares on the ground. We can now add many more going backwards using the same
method of construction.

f)
We now have 36 squares.

g)
Shade the alternate squares as shown. Now we have made a floor. At this stage
the student needs to be asked:
- Are the squares of 'equal' size?
- Why are the ones at the back smaller then the ones at the front?
- What happens to parallel lines when we draw them in 'perspective'?
- Is this what the eye or the camera sees?

Next
we shall suggest some walls.

h)
Add the two extra light lines 40mm (1,1/2") up from dead center

i)
Firm in the walls.

j)
Using only vertical lines and lines going to RVP or LVP lightly construct
some windows and a door. Ask:
- how could the room be made larger? (answer - lowering the ceiling).

k)
Firm them in and add a door knob and a little shading on the ceiling. Ask:
- How do we know how high to make the door? (stress the importance of observation and look around the classroom for clues).
Is the door handle on the right or left side of the door?

l)
I have added some more tiles (see if the student can do this by 'judgement')
- an extra row on the right and one on the left - and shaded the door.

Clean
up and print in the title as shown.
You will find some students will grasp the ideas and concepts faster than others. Instead
of having them idle, and waiting, they can be encouraged to add extra detail
of their own choosing. That is the beauty of this type of lesson; it is
open ended. Encourage the more advanced student to add the more complicated
items.

Home
work:
Complete the drawing adding a painting on the wall, curtains, light on
the ceiling, a chair or table ... etc.