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Slide Notes


Published at Nov 22, 2015
CBL Project Presentation



An examination of how we see and create art.
Photo by wili_hybrid

Seeing is believing.

Objective: As an art teacher, perspective, whether visual or cognitive, impacts how we see our world. The challenge in this lesson is to examine how a change of perspective narrows or expands our viewpoints.

Challenge-based learning (CBL) and the universal design for learning (UDL) are intricately linked educational frameworks capable of fostering growth and enthusiasm in students. To give learners the UDL options of action and expression, representation, and engagement, while emphasizing a topic important to larger society, this lesson will challenge learners to examine how a change of perspective, whether in art or in awareness, narrows or expands viewpoints.
Photo by kevin dooley


"Perspective is to painting what the bridle is to the horse, the rudder to a ship...There are three aspects to perspective. The first has to do with how the size of objects seems to diminish according to distance: the second, the manner in which colors change the farther away they are from the eye; the third defines how objects ought to be finished less carefully the farther away they are." (Leonardo da Vinci)

Essential Question

Narrowing the topic of perspective to a single, essential question, learners will use a breadth of technological and artistic resources to examine how perspective influences what we see.
Photo by Ken_Lord

Apply the power of perspective to alter your viewpoint.

The Challenge
Thus, based on the essential question, the challenge is meant to create a specific solution that results in action (Apple, Inc., 2014). Learners will utilize their knowledge of their individual learning styles to work independently or through guided group work to critically understand how perspective is created in artwork, in life, and how easily perspective can be altered with more or less light, or a deeper or more shallow understanding.

Guiding Questions

  • Is your perspective the same as your peers'? Is this right or wrong?
  • How does light effect perspective?
  • What role does perspective play in abstract art?
  • What is the first thing you see when you look at a piece of artwork?
  • What is the difference between linear and aerial perspective?
Learners will develop their own guiding questions based on the actions they wish to take and the resources they wish to use. Examples of guiding questions are listed here.

Guiding Activities

The guiding questions, combined with the guiding activities, allow learners to uncover a variety of solutions: presentations, artwork, demonstrations, and interviews included.
Photo by VinothChandar

Guiding Activities

Photo by VinothChandar


  • Looking glass activity: http://www.artic.edu/aic/collections/citi/resources/Rsrc_001054.pdf
  • Moma has many relevant perspective lessons: http://www.moma.org/learn/moma_learning/themes
  • Basics:  http://www.slideshare.net/hoopart/art-10-basic-perspective-lesson
  • Resources: -Basics of perspective: http://www.slideshare.net/ hoopart/art-10-basic-perspective-lesson -New Angle Activity: http://www.nga.gov/content/ngaweb/ education/teachers/lessons-activities/new-angles.html (cont.)
  • http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/new-angles.html
A variety of resources, including lessons from art museums and architects help engage learners to discover and grow.
Photo by Steve took it


  • Resources: (cont.) -Looking glass activity: http://www.artic.edu/aic/collections/ citi/resources/Rsrc_001054.pdf -Moma has many relevant perspective lessons: http://www.moma.org/learn/ moma_learning/themes
  • Moma has many relevant perspective lessons: http://www.moma.org/learn/moma_learning/themes
  • Looking glass activity: http://www.artic.edu/aic/collections/citi/resources/Rsrc_001054.pdf
  • Basics:  http://www.slideshare.net/hoopart/art-10-basic-perspective-lesson
  • http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/new-angles.html
Photo by Steve took it

Challenge Documented

  • Challenge Documented: -Creation of a presentation that demonstrates how to create perspective -Visual representations of differing perspectives -Utilization of multimedia materials to examine how light helps perspective
  • Creation of a presentation that demonstrates how to create perspective
  • Utilization of multimedia materials to examine how light helps perspective
  • Visual representations of differing perspectives
After which, the solutions discovered, although ongoing, assist learners to develop a representation of their learning in the form of a product.


If students see with clearer, or wider focus, this lesson is a success.
Under UDL and CBL, learners have the opportunity to control the lesson, how it is understood, and the products created. CBL is a great means to encourage recognition, the use of strategy, and the demonstration of affect. At the end of this lesson, if students demonstrate a deeper understanding of perspective, whether through clearer focus, more discernment, or a wider viewpoint, this lesson will be successful.
Photo by OUCHcharley


  • References -The Art Factory. (2014). Linear and Aerial Perspective in Drawing. Retrieved from http://www.artyfactory.com/perspective_drawing/perspective_index.html -YouTube. (2012). Ratatouille - Anton Ego Perspective.mp4. Retrieved from https://www.youtube.com/watch?v=4gjT9ujNOm0 -Apple, Inc. (2011). Challenge Based Learning White Paper. Retrieved from https://www.challengebasedlearning.org/public/admin/docs/CBL_Paper_October_2011.pdf. -Apple, Inc. (2014). Challenge Based Learned: Classroom Guide. Retrieved from https://www.challengebasedlearning.org/challenge/view/183
  • https://www.challengebasedlearning.org/challenge/view/183
  • http://www.artyfactory.com/perspective_drawing/perspective_index.html
  • https://www.youtube.com/watch?v=4gjT9ujNOm0
Photo by ginnerobot

Joanna Moore

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