Above & Below
Project Overview
In this AP-level perspective drawing assignment, students will create a highly resolved artwork using an extreme bird’s-eye view (looking down) or worm’s-eye view (looking up) perspective. This dramatic vantage point must be intentional and conceptually driven—not just technically accurate.
Inspired by artists such as M.C. Escher, who manipulated space and viewpoint to challenge perception, and Edgar Degas, known for unconventional cropping and elevated viewpoints, students will explore how perspective shapes narrative, mood, and power dynamics within a composition.
This project emphasizes spatial construction, distortion, scale shifts, and full value development while encouraging students to consider how viewpoint influences meaning.
AP Studio Focus
This assignment supports:
* Sustained Investigation: Space, perception, scale, power, isolation, surveillance, vulnerability, or monumentality.
* Material Practice: Advanced control of drawing media (graphite, charcoal, ink, or mixed drawing media).
* Intentional Composition: Using viewpoint as a conceptual tool rather than a stylistic choice.
Objective
Students will:
* Create a composition using an extreme bird’s-eye or worm’s-eye perspective.
* Demonstrate accurate spatial construction and proportion shifts.
* Develop a full range of value to create convincing depth.
* Use scale exaggeration and cropping to enhance visual impact.
* Communicate conceptual meaning through viewpoint and composition.
Materials
* Graphite pencils (full range recommended) or
* Charcoal or
* Ink (pen and/or brush)
* Large drawing paper (minimum 16” x 20” recommended)
* Ruler (if architectural elements are included)
* Student-generated photographic references (required)
Process
1. Concept Development:
Choose a theme that benefits from extreme perspective. For example, a worm’s-eye view may emphasize power, dominance, or monumentality. A bird’s-eye view may suggest isolation, surveillance, vulnerability, or pattern. Submit thumbnail sketches exploring multiple compositions.
2. Reference Photography:
Take original photos from dramatically high or low vantage points. Push exaggeration—get close to the ground or as high as safely possible to intensify distortion.
3. Structural Layout:
Establish horizon line (if visible), vanishing points, and major forms. Carefully map proportion relationships, especially size shifts caused by perspective.
4. Value Development:
Block in major shadow masses first. Gradually build toward a full range of value, ensuring strong contrast to enhance depth and realism.
5. Refinement & Resolution:
Clarify focal areas through edge control and contrast. Eliminate unresolved areas. Step back frequently to assess spatial illusion and compositional balance.
Assessment Criteria
* Convincing and ambitious use of extreme perspective
* Accurate spatial construction and proportion control
* Full, intentional range of value
* Strong compositional design and cropping
* Conceptual depth tied to viewpoint choice
* Professional-level craftsmanship and presentation
Essential Question
How does altering the viewer’s vantage point transform not only the illusion of space, but also the psychological meaning of an image?
Learning Objectives / Student Targets
By the end of this project, students will be able to:
1. Observation & Representation
* Accurately observe and document real objects through drawing.
* Demonstrate proportional relationships and spatial awareness in a still life composition.
2. Material & Technical Skill
* Apply value and shading with graphite to create depth and form.
* Use ink to reinforce contour, emphasize contrast, and define edges.
* Incorporate oil pastel to build bold color, expressive texture, and layered richness.
* Use colored pencil to refine details, enhance form, and smooth transitions in color and tone.
3. Integration of Media
* Thoughtfully combine pencil, ink, oil pastel, and colored pencil into a unified visual whole.
* Make intentional decisions about where each medium contributes best to overall structure, mood, and emphasis.
4. Composition & Design
* Organize visual elements to demonstrate balance, proportion, and dynamic rhythm.
* Guide the viewer’s eye through strategic use of contrast, mark-making, and color placement.
5. Creative & Critical Thinking
* Experiment with media behaviors and problem-solve accordingly.
* Communicate personal artistic decisions through expressive mark-making and color choices.
6. Reflection & Artistic Growth
* Articulate strengths, challenges, and artistic intent in reflection or critique.
* Demonstrate increased confidence and competence with multi‑media processes.
Ohio Fine Arts Standards (Visual Arts)
VA:Cr2 – Create
* VA:Cr2.1.HSI Use multiple approaches to begin creative endeavors (e.g., observational drawing, thumbnail sketches, or exploratory studies).
* VA:Cr2.2.HSI Demonstrate quality craftsmanship through careful selection, handling, and care of art materials and tools.
VA:Cr3 – Refine & Complete
* VA:Cr3.1.HSI Evaluate and refine works of art or design through persistence, practice, and reflection.
* VA:Cr3.2.HSI Individually or collaboratively apply tools, media, and techniques with precision to enhance artistic intent.
VA:Re7 – Perceive & Analyze
* VA:Re7.1.HSI Hypothesize how art reflects observation, investigation, or cultural meaning (connecting observation of objects with artistic choices).
* VA:Re7.2.HSI Use art vocabulary to express preferences with evidence and supporting reasons.
VA:Re8 – Interpret Intent & Meaning
* VA:Re8.1.HSI Interpret art by distinguishing between relevant and non‑relevant contextual information.
* VA:Re8.2.HSI Analyze methods (e.g., value, texture, color layering) artists use to convey mood or tone.
VA:Re9 – Apply Criteria
* VA:Re9.1.HSI Establish criteria to evaluate artistic choices, craftsmanship, and design quality.
VA:Cn10 – Synthesize & Relate
* VA:Cn10.1.HSI Create works that reflect personal connections to experiences, knowledge, or observation.
* VA:Cn11.1.HSI Relate artistic ideas and works within content area/other disciplines (e.g., how material behavior affects compositional decisions).
Grading Rubric
Rubrics have become popular with teachers as a means of communicating expectations for an assignment, providing focused feedback on works in progress, and grading final products. A rubric is a document that articulates the expectations for an assignment by listing the criteria, or what counts, and describing levels of quality from excellent to poor.
Student Reflection
A student reflection is a brief, thoughtful explanation of how and why a student created their artwork, including the choices they made, challenges they faced, and what they learned during the process. In art, reflection is important because it helps students develop critical thinking, recognize growth, strengthen their creative decision-making, and take ownership of their artistic development.
Element of Art & Principle of Design
Perpescetive Artists
Techniques
Project Demonstration
Examples
“Creativity takes courage.”
Cloverleaf High School
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