Students will be able to:
- create a one-point perspective drawing of a maze;
- use contrasting colours to create the illusion of depth;
- demonstrate technical accomplishment;
- support their ideas with evidence found in the artworks.
AMAZING MAZE – Space, Colour, Contrast
Steps
Step One
- Draw a rectangle.
- Mark a vanishing point - VP.
- Draw diagonal guidelines from each corner of the rectangle to the vanishing point.
- these are called orthogonal lines - Draw the receding lines along the guidelines.
- Use the guidelines to determine the width and height of the ends of the cuboid.
- Draw the ends of the cuboid using horizontal and vertical lines.
Step Two
- Draw at least 6 cuboids.
- Notice how the face you see changes depending on where the cuboid is in relation to the vanishing point.
Step Three
- Experiment with some ideas for your maze.
- Imagine you are small enough to walk through the drawing.
Step Four
- Draw your good copy.
- Make sure to line up all receding lines with the vanishing point.
- Carefully erase all the guide lines.
Step Five
- Choose 3 colours.
- one light
- one medium
- one dark. - Colour the drawing with a light source in mind.
Learning Goals
Extensions
Have students:
- create a new maze drawing in pencil;
- outline their drawings in black fine line marker;
- scan and save their drawings;
- use the Photoshop Basics lesson available on this website to add colour to their drawings.
Prepare
- Download and display the Contrast and Space posters available on this website.
- Download and display images of mazes drawn by Larry Evans from the Internet.
- Prepare a sample drawing of cuboids drawn in one-point perspective.
Introduction
- View the image of cubes drawn in one-point perspective. Explain the concept of linear perspective and one-point perspective in particular.
- Write the steps for drawing one-point perspective cubes on a chart paper. Place it where students can see it over the course of the lesson.
- Draw the horizon line. This is at the viewer's eye level.
- Draw a vanishing point on the horizon line. This is the point directly in front of the viewer.
- Draw a square above or below the horizon line.
- Lightly draw guidelines from the corners of the square to the vanishing point.
- Use the guidelines to determine the angle of the receding lines.
- Use the guidelines to determine the width and height of the ends of the cube.
- Draw the ends of the cube using horizontal and vertical lines. - View and discuss one or more mazes by Larry Evans focussing on his use of linear perspective and contrasting colours.
- Introduce the challenge.
Activities
The Challenge
- Create a one-point perspective drawing of a maze.
- Use contrasting colours to create the illusion of depth.
- Demonstrate technical accomplishment.
- Support your ideas with evidence found in the artworks.
The Process
- Make sure everyone understands the challenge.
- Establish success criteria with your students, for example,
I know I am successful when I have:
- lined up receding lines with the vanishing point
- drawn the ends of receding shapes with horizontal and vertical lines
- drawn a maze with accurate one-point perspective
- carefully erased the guidelines
- used contrasting colours to create the illusion of depth
- used 3 different colours to show a light source
- outlined everything in black fine line marker
- kept the paper is in good condition - Guide students through the steps outlined in this lesson plan.
- Observe students as they work.
- Provide individual assistance and encouragement.
Sharing
- Place students into small groups.
- Ask them to:
- Share their work and describe to each other what they see that is interesting and effective, and why.
- Talk about the colours they used and why.
- Talk about what was difficult and what was easy for them. - Share ideas with the whole class.
- Ask them to tell how they felt about doing this project.
Assessment
- Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
- Observe students as they discuss the drawings – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
- Use a checklist to track progress. (Downloads – Maze_tracking.pdf)
- Have students use the self-assessment form to evaluate their work. (Downloads – Maze_self-assessment.pdf)
