One, Two & Three Point Perspective Architecture Design NAME:_____________

Katarzyna Jaskiewicz

STEP ONE: You will complete the following diagnostic examples of 3 cubes
in one point and two point and three perspective on 8 x10 paper and then
design a three point perspective architecture drawing on 18 x 24 inch (with
least three exterior buildings) of varying heights, with accompanying detail
sitting somewhere in an exterior space as well as accompanying details.
(landscaping, trees, roads, pools, bushes etc)

Dawn Simpson
STEP TWO: DRAW in light pencil initially, in order to ensure that you can
erase any mistakes. The completed drawings should not appear as ‘studies’
in linear perspective, but finished renderings that are original and Linear Perspective is a system of drawing in which
personalized. the artist attempts to create the illusion of spatial
depth on a two-dimensional surface.
YOUR DRAWING MUST INCLUDE A LIGHT SOURCE AND SOME The lines of buildings and other objects in a picture
SHADOWS (I.E. SOME VALUE/COLOUR) are slanted inward making them appear to extend
back into space.
STEP THREE: REFLECT: Answer the following questions using the
elements and principles of design and hand them in with your completed
drawing(s) for evaluation.

1. What part of your finished project did you find most successful and why?
2. What part of your finished project did you find least successful and why?3.
If you had to do this project, what part would you change or improve on and
why?
Three Point Perspective Drawing Rubric Name:__________
Achievement Level 0 Level 1 Level 2 Level 3 Level 4
Criteria

Thinking/ Work does not

meet
Concept is unclear
and/or weak.
Concept is slightly unclear
and/or weak.
Concept is clear and valid.
Meaning or ideas
Concept is clear and
strong.
Inquiry assignments
expectations for
Meaning or ideas
conveyed are not on par
Meaning or ideas
conveyed are below
conveyed are on par with
student’s grade level.
Meaning or ideas
conveyed are above
Concept & Meaning: this category. with student grade level. expectations for student’s Applies considerable expectations for
Three Point Perspective Incomplete. grade level. Applies some elements & principles of student’s grade level.
of the elements & design while composing Applies substantial
principles of design while work. elements & principles of
composing work. design while composing
work.
/2
1.0 - 1.75 2
0 0.5 0.5 - 1.0

Knowledge/ Work does not

meet
The completed work is
largely unoriginal and not
The completed work is
largely unoriginal and not
The completed work is
largely unoriginal and not
The completed work is
largely unoriginal and not
Understanding assignments creative in execution. creative in execution. creative in execution. creative in execution.
Creativity & Originality
expectations for
this category.
Many exemplars of
similar work exist.
Many exemplars of similar
work exist.
Many exemplars of similar
work exist.
Many exemplars of
similar work exist.
/2
Incomplete.
2
0.5 0.5 - 1.0 1.0 - 1.75
0
Work does not Student demonstrates Student demonstrates Student demonstrates Student demonstrates
Composition: Proper use meet limited knowledge of good knowledge of substantial knowledge of impressive knowledge /2
assignments spatial relationships. spatial relationships. spatial relationships. of spatial relationships.
of perspective
expectations for 0.5 0.5 - 1.0 1.0 - 1.75 2
this category.
Incomplete.
0

Application/ Incomplete.
Work demonstrates no
areas of extreme black
Work demonstrates few
areas of extreme black or
Work demonstrates some
areas of extreme black or
Work demonstrates
exact and balanced
Creation or white. The white. The composition is white. The composition amounts of extreme
Value 0 composition does not grey overall or contains contains sufficient value to blacks, whites & greys.
(Shade & Tone)
contain sufficient value to
reflect three
minimal value to reflect
three dimensionality.
reflect three
dimensionality.
The composition
contains balanced value
/5
dimensionality. 2 3-4 to reflect three
1 dimensionality.
5
Student demonstrates Student demonstrates
some effectiveness in considerable effectiveness Student demonstrates
Process: Work does not Student demonstrates demonstrating the process in demonstrating the superior effectiveness in
meet limited effectiveness in of following procedures process of following demonstrating the
Demonstration of Skill assignments demonstrating the and skill development. procedures and skill process of following
Development expectations for process of following 6 - 6.5 development. procedures and skill
& Following Procedures this category. procedures and skill 7 - 7.5 development. /10
including Incomplete. development. 8 - 10
Clean Up 5 The submitted work
0 appears slightly The submitted work The submitted work
incomplete. Some appears slightly appears slightly
Completion/ Incomplete. The submitted work additional effort could have incomplete. Some incomplete. Some
appears obviously been included: time has additional effort could have additional effort could
Neatness
0 incomplete. Much more been slightly mismanaged. been included: time has have been included: time
effort could have been 2 been slightly mismanaged. has been slightly
included: time has 3-4 mismanaged. /5
obviously been Work demonstrates some Work demonstrates 5
mismanaged. detail. substantial detail. Work demonstrates
1 2 3-4 exemplary detail.
5
Incomplete. Work demonstrates
Detail
limited detail.
0 1 /5

Communication Incomplete. Work demonstrates Work demonstrates some Work demonstrates Work demonstrates high
Accuracy: Three Point limited degree of clarity. degree of clarity. considerable degree of degree of clarity.
0 clarity.
Perspective /2
0.5 0.5 - 1.0 1.0 - 1.75 2

Answers are Answers are somewhat Answers are clear and Answers are clear &
Reflection Questions vague/incomplete. clear and complete. complete. exemplary. /2
0.5 0.5 - 1.0 1.0 - 1.75 2

/35

A1. The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively;
A1.1 use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works (e.g., use
research, synectic charts, and/or a class brainstorming session to generate a variety of creative ideas; reflect on the suitability of the ideas and choose
one to serve as the basis for their plan; use notes and/or thumbnail sketches to develop their plans; revise their plans on the basis of peer- and self-
assessment)
 A1.2 use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture,
painting, and printmaking (e.g., explore a variety of materials and/or techniques; reflect on the input of their peers; refine their art work on the basis of
useful feedback)
A1.3 document their use of the creative process in a portfolio (e.g., include thumbnail sketches of ideas and/or plans, notes on or examples of the
results of experiments with different media or techniques, and copies of their preliminary and final work to
show evidence of revision and artistic growth), and refer to this portfolio to reflect on how effectively they have used the creative process
A2. The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate
ideas, information, and/or messages;
A2.1 explore elements and principles of design, and apply them to create art works that express personal feelings and/or communicate emotions to an
audience (e.g., explore the use of colour, texture, and/or space to express specific emotions)
A2.2 apply elements and principles of design to create art works that communicate ideas and information
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and
demonstrate an understanding of a variety of ways of presenting their works and the works of others.
A3.1 explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to
produce art works
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various
art works;
B1.3 interpret a variety of historical and/or contemporary art works
B1.4 use a variety of strategies (e.g., peer- and self-assessment, formal and informal critiques, small-group and class discussions) to identify and reflect
on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the societies in which they were created, and how they can affect personal
values;
B2.1 identify the functions of various types of art works in past and present societies
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in visual arts, and identify various
opportunities related to visual arts.
B3.1 identify types of knowledge and skills acquired in visual arts (e.g., knowledge related to visual literacy; creative problem-solving skills, visual
communication skills), and describe how they could be applied in a variety of areas of personal and professional life
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual
arts;
C1.1 use appropriate terminology when identifying and describing the use of elements and principles of design in their own art works and the works of
others
C1.2 use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (e.g., brayers, conté,
frottage, markers, painting techniques, pencil techniques, relief, stencil)
C1.3 identify the stages of the creative process and the critical analysis process using appropriate terminology
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;
C2.1 demonstrate an understanding of some techniques that artists use to achieve specific effects (e.g., the use of cross-hatching to create a feeling of
depth and dimension; the use, in watercolour painting, of a transparent wash of colour to create the effect of light coming through the composition)
C2.2 demonstrate an understanding of some of the conventions used in visual art works (e.g., the use of metaphor, similes, symbols, synectics to
create a specific effect or to communicate an idea; the use of conventions associated with narrative art)
C3. Responsible Practices: demonstrate an understanding of responsible practices in visual arts.
C3.2 demonstrate safe and conscientious practices associated with the use of materials, tools, and technologies in visual arts (e.g., identify hazardous
materials and adopt appropriate precautions and/or protective measures when using them; demonstrate
respect for property, including classroom facilities, tools, equipment, and technological devices)