This step by step drawing is one of several studio exercises that I use to teach one point perspective. In this exercise, students are to draw a one point perspective chessboard using the step by step examples and instructions. Students who are comfortable with one point perspective may choose to challenge themselves by adding chess, checkers, or any other game pieces to the board while still following the rules of one point perspective as an extension.
Here are a few of the great features about this worksheet:
1. Easy, step by step examples and instructions.
2. Includes a detachable scoring rubric which creates clear, concrete expectations for easy scoring.
3. The scoring rubric is easily usable for student reflection or peer evaluation. Student reflection and peer evaluation provide instant feedback about their progress, makes the expectations clear, and assigning the true score for the assignment easier.
There are many ways this exercise sheet can be used. The exercise can be completed on a separate sheet of paper or in a sketchbook journal. I have used this page both ways and the procedure for each method is a bit different. I expect you may have your own ideas about how to use this sheet but here is what has worked for me.
Completed on a separate sheet of paper:
1. When students are finished with their drawings required to reflect on their progress for the assignment by circling the number that best describes how well each category was completed. Work turned in without a reflection is not scored or entered and is handed back until the reflection is complete.
2. Once students are finished, the score guide is to be cut away along the dotted line with the scissors on it, placed over the top of the work, and attached using a small piece of masking tape that reaches from the front of the score guide, over where the pages meet, and behind the work itself. This allows the work to be easily flipped up and down to completely view the work or the score guide when grading. This set up is also really helpful for detaching the score guide later without marking the work because no tape is touching the front of the work and will not peel off any paper from the front when detached. I also hide the staplers in my class so that students do not staple score guides to their art.
Completed in a sketchbook journal:
1. The score rubric can be used as a bookmark if students turn in their sketchbook to grade the assignment. Work without a completed reflection will not be scored and will be turned back until it is completed.
2. If there is time, one of my favorite ways is to meet with students during class to grade their assignments. Moving about the class, often I can meet with students, view their reflections, give specific feedback face to face, mark the final scores, collect the completed score guides, and enter the scores later.
1. Students are encouraged to read the rubric at the bottom of the page to be clear how their work will be scored before they begin.
2. Students who reflect less than a perfect score are encouraged to improve their work until it is correct. Usually all that is needed is a bit more time, effort, and attention to detail.