# MY NAME IN PERSPECTIVE – Measurement, Colour, Space

Students use twistable coloured pencils to create a drawing that includes their name in one-point perspective and a cartoon character that represents some aspect of themselves.

160 Minutes

Mathematics
Visual Arts

#### Vocabulary

contrast depth linear perspective space vanishing point

#### Materials

Coloured Pencils Drawing Paper - 22.9 cm x 30.5 cm (9" x 12") Rulers Pencils Erasers Markers, Fine Line - Black

## Steps

### Step One

1. The width of the paper is 30.5 cm.
2. Measure 2.7 cm in from the left side of the paper.
3. Measure 2.8 cm in from the right side of the paper.
4. The space in between these measurements is 25 cm.
5. Count the number of letters in your name.
6. Divide 25 by that number to get an equal number of spaces for your letters.
7. Mark the spots.
8. Draw vertical guidelines at each mark.
9. Draw horizontal guidelines for the top, bottom and middle of the letters.

### Step Two

1. Measure .5 cm to the left of each guide line.
2. Draw a new vertical guideline at this mark.
3. This will create a space between each letter.

### Step Three

1. Lightly draw block letters inside each box.

### Step Four

1. Draw the horizon line close to the top of the paper.
2. Mark the vanishing point near the middle on the horizon line.
3. Decide how far back you want your letters to go.
4. Draw a horizontal line at this spot.
5. Line up your ruler from a corner of a letter to the vanishing point.
6. Lightly draw a line along this line, stopping at the horizontal guideline.
7. Repeat for every letter.

### Step Five

1. Line your ruler up so it is parallel to the side of the paper.
2. Draw vertical lines from the far corners of the vertical parts of the letters.

### Step Six

1. Line up your ruler with the diagonal part of a letter.
2. Draw a line for the end of the letter starting at the far corner and parallel to that diagonal line.

### Step Seven

1. Imagine yourself as a cartoon character.
- What aspects of yourself would it represent?
- How would it show something about you?
- What cartoon style of drawing would you use? Why?
2. Make several sketches of yourself as that cartoon character.
3. Choose the one you like best.

### Step Eight

1. Trace the cartoon in front of your name.
2. Place it so it is still possible to read the letters of your name.
3. Erase all the guide lines.
4. Use a black fine line marker to outline everything.

### Step Nine

1. Use twistable coloured pencils to colour everything.
2. Choose 3 different colours for the letters,
- one light colour – use this where the light hits the letters the most
- one medium colour – use this where the light hits the letters a little
- one darker, contrasting colour – use this where the light casts a shadow

## Learning Goals

Students will be able to:

1. Create a drawing that includes their name in one-point perspective and themselves as a cartoon character;
2. Use contrasting colours to create the illusion of depth;
3. Demonstrate technical accomplishment; and
4. Support their ideas with evidence found in the works.

## Extensions

Have students:

1. Use the All Aboard one-point perspective lesson available on this website.
All Aboard
2. Scan and save their drawings once they are outlined in black fine line marker, and before they are coloured.
3. Use the Photoshop Basics lesson available on this website to add colour to their drawings.
Photoshop Basics

## Prepare

One-Point
2. Download and display the Contrast and Space posters available on this website at,
Posters
3. Gather, and make available, books about cartooning, for example, Modern Cartooning: Essential Techniques for Drawing Today's Popular Cartoons, by Christopher Hart; Cartoon Faces: How to Draw Heads, Features & Expressions, by Christopher Hart; Humongous Book of Cartooning, by Christopher Hart; Manga Crash Course: Drawing Manga Characters and Scenes from Start to Finish, by Mina "Mistiqarts" Petrovic; and Manga for the Beginner Chibis: Everything You Need to Start Drawing the Super-Cute Characters of Japanese Comics, by Christopher Hart.
4. Prepare a sample drawing of a block letter 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.
- Draw the sides that are standing straight up and down parallel to the sides of the paper.
- Draw the sides that are meant to lie flat parallel to the top and bottom of the paper.
3. Demonstrate how to draw a block letter and then apply these steps to make it appear 3-dimensional using one-point perspective.
4. Introduce the challenge.

## Activities

### The Challenge

1. Create a drawing that includes your name in one-point perspective and you as a cartoon character.
2. Use contrasting colours to create the illusion of depth.
3. Demonstrate technical accomplishment.
4. Support your ideas with evidence found in the works.

### The Process

1. Make sure everyone understands the challenge.
2. Establish success criteria with your students, for example,
I know I am successful when:
- spacing measurements are accurate
- block letters are carefully drawn
- one-point perspective is accurate
- the cartoon character represents some aspect of me
- contrasting colours create the illusion of depth
- 3 different colours are used to colour the letters
- everything is outlined in black fine line marker
- 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 the cartoon style they chose to draw 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.