tag:blogger.com,1999:blog-5161264728231129694.post6159057882402699731..comments2023-11-29T18:48:37.203-06:00Comments on MANAGING THE ART CLASSROOM: LINEAR PERSPECTIVE - HOW DO YOU TEACH IT?Unknownnoreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5161264728231129694.post-14678088582615886172015-03-28T17:19:57.618-05:002015-03-28T17:19:57.618-05:00When I teach perspective I will do a guided drawin...When I teach perspective I will do a guided drawing using the document camera. <br /><br />I love your ruler oath!<br /><br />One of the reasons perspective is challenging is the students are trying to draw what they know to be true versus what we physically see. <br /><br />I will hold my coffee cup directly under my camera so they see the rim as a circle."what shape do you see?" a circle. I will tilt my cup to change the angle "what shape do you see?" now most student but not all will say circle - "No, its an OVAL!" will come over the din. "What shape do you see?" "oh it's an oval" <br /><br />We see an oval but our brain tells us it's a circle because the actual shape is a circle.<br /><br />We then look at the top of the tables and repeat this process. <br /><br />Then we start looking around my classroom and begin to realize that nearly everything we know to be a rectangle we actually see as a trapezoid. <br /><br />One of the many ways our own brain messes with us. <br /><br />This helps get them to understand we need to draw what we see, not what we know to be true. <br /><br />Mz. Gydnewhttps://www.blogger.com/profile/18026934063455197278noreply@blogger.comtag:blogger.com,1999:blog-5161264728231129694.post-29288046771344336092015-02-10T13:42:12.823-06:002015-02-10T13:42:12.823-06:00For my 7th and 8th graders, I start off with showi...For my 7th and 8th graders, I start off with showing a ton of photographs, artwork, and “real world” examples through my ipad presentation. I then take each class out into the hallway outside of my classroom. I make them stand on one end of the hallway, then I tape the “vanishing point” (made out of construction paper) to the other end of the hallway. I walk over to the students and physically show them how the lines look like they are moving. We go back in the classroom and everyone draws a horizontal line in their sketchbook. I then go over what the vanishing point is and how we are going to learn to draw boxes in one point. I first demonstrate how to make a box in one point, while all students are watching me. Then, I have students draw one box alongside with me. I wait and watch them draw each part. We draw one more box together, then I let them try it on their own. Usually they do a pretty good job. This year I gave my advanced students the option of taking their project a step further and think outside of the box of what they want to draw in one point. Most of my rookies stuck with cities.Casey Williamsonnoreply@blogger.comtag:blogger.com,1999:blog-5161264728231129694.post-84285351799755969752015-02-09T08:23:39.058-06:002015-02-09T08:23:39.058-06:00Great article. Just from what I read in your artic...Great article. Just from what I read in your article, you go the extra mile for your students. I don't believe you could modify your instruction any more and be any clearer. I don't believe there is a simple answer to your question regarding why some are understanding and some are not, I believe the answer to the problem is most likely a little bit of all of what you suggested. <br />Since all students are different, with different learning capabilities, it is difficult to know in advance how a student will react to your instruction.Anonymousnoreply@blogger.com