# AMAZING MAZE – Space, Colour, Contrast

Students draw a maze using one-point perspective and contrasting colours to create the illusion of depth.

120 Minutes

Language Arts
Mathematics
Visual Arts

#### Vocabulary

colour contrast depth linear perspective space vanishing point

#### Materials

Crayola Twistables Coloured Pencils - 24 Count Crayola Marker & Watercolour Paper - 22.9 cm x 30.5 cm (9" x 12") Crayola Sketchbooks - 1 per student Pencils Rulers Erasers

## Steps

### Step One

1. Draw a rectangle.
2. Mark a vanishing point - VP.
3. Draw diagonal guidelines from each corner of the rectangle to the vanishing point.
- these are called orthogonal lines
4. Draw the receding lines along the guidelines.
5. Use the guidelines to determine the width and height of the ends of the cuboid.
6. Draw the ends of the cuboid using horizontal and vertical lines.

### Step Two

1. Draw at least 6 cuboids.
2. Notice how the face you see changes depending on where the cuboid is in relation to the vanishing point.

### Step Three

1. Experiment with some ideas for your maze.
2. Imagine you are small enough to walk through the drawing.

### Step Four

2. Make sure to line up all receding lines with the vanishing point.
3. Carefully erase all the guide lines.

### Step Five

1. Choose 3 colours.
- one light
- one medium
- one dark.
2. Colour the drawing with a light source in mind.

## Learning Goals

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.

## 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

1. Download and display the Contrast and Space posters available on this website.
2. Download and display images of mazes drawn by Larry Evans from the Internet.
3. Prepare a sample drawing of cuboids drawn in one-point perspective.

## Introduction

1. View the image of cubes drawn in one-point perspective. Explain the concept of linear perspective and one-point perspective in particular.
2. 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.
3. View and discuss one or more mazes by Larry Evans focussing on his use of linear perspective and contrasting colours.
4. Introduce the challenge.

## Activities

### The Challenge

1. Create a one-point perspective drawing of a maze.
2. Use contrasting colours to create the illusion of depth.
3. Demonstrate technical accomplishment.
4. Support your ideas with evidence found in the artworks.

### The Process

1. Make sure everyone understands the challenge.
2. 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
3. Guide students through the steps outlined in this lesson plan.
4. Observe students as they work.
5. Provide individual assistance and encouragement.

## Sharing

1. Place students into small groups.
- 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.
3. Share ideas with the whole class.
4. Ask them to tell how they felt about doing this project.

## Assessment

1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting.
2. Observe students as they discuss the drawings – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.