Introduction

Intro

Through my development, I have consistently struggled with my artistic ability. Though able to visualize unique and varying concepts, I was

frustrated by my inability to communicate these ideas with others. This class has been an opportunity to extend beyond my “comfort zone”, in a positive, reinforced environment.

During this quarter, I have been forced to re-evaluate my spatial understanding of the world around me, and guided in my attempts to render my thoughts on paper, further cementing internal understanding of spatial relationships with each endeavour into a new technique, and liberating my ideas further with each new iteration.

Body Drawing

Intro

Above all else, this first exercise provoked me to be creative, though in my attempts at perfection, I too often

breezed over the purpose of this exercise: scaling.

From the full sized drawing (1), essentially traced onto an im-age projected on the paper, I did not embrace an opportunity to learn, but rather focused on results. Similarly, my first at-tempt at scaling (2) was heavily assisted. It was not until my second scaled iteration (3) that I embraced my abilities, and put trust in my measurements. Though rougher than the first attempt, it was fulfilling to create such a representation unaid-ed.

(1) (2) (3)

Body Drawing

Intro

In my final iteration (4), I was able to further expand my use of the box method through relative measurements (5). Though not a perfect reduction, my image

bears a strong resemblance to the original. While most of the measured points are correct, I realized that curves will be an issue in the future, and are the largest discrepancies in this project.

(1) (4)

(5)

Visualization

Intro

When this began with drawing a straight line from one edge of the paper to the other (1), I knew I was in trouble. I prefer precision above all else, though as we

progressed, I became more and more accustomed to trust my ability to judge, placing the right or left edge of a cube where it seemed to fit, and exploring new concepts. I began on my own in earnest, with small drawings. Once I had mastered a cube (2), and a floating cube (3), I began more interesting concepts, such as a brick façade (4), and eventually buildings (7).

Two Point Perspective-First Attempts

(2) (3)

(4)

(6)

(5)

(7)

(1)

Visualization

Two Point Perspective-Closer to mastery (8)

(9)As i continued, I decided to begin increasing the scale and complexity of my

drawings. From a string of multiplied and divided cubes (8), I furthered my ability to portray depth. Finally, in a larger drawing (9), I explored the relationship between discontinuous objects in a two point perspective, and the effects of spacing between objects (particularly the ‘stepping stones’)

Visualization

Intro

Orthographics, objects in multiple views

Enjoying the comfort of a straight edge once again, I found the modelling of orthographic projects somewhat natural. While I had issues rotating an object

mentally at first, as I began to understand the faces of a cube in relation to one another (1), I began to further enjoy this mental exercise, and in particular, cube rotations (5-8), and moving between various methods of visualization (3-8).

mul

tiple

vie

ws

1Orthographics

(3)(4) (5) (6) (7) (8)

(1)

(2)

Visualization

Intro

Orthographics, objects in multiple views

Further expanding my understanding of conceived three dimensional objects, and ability to rotate these objects, and visualize them through various means, I began

to play with more interesting shapes (9-10, 11-13).

multiple views 2 multiple views

3

(9) (10)

(11) (12)

(13)

Visualization

Intro

One Point

Relative to the other methods of visualization, one point came much more slowly. Preceding my first decent voyage into the world of one point (1-3), I worked

through a number of very distorted drawings. As I continued in this style, however, I began to enjoy the sense of volume that could be attained (5), and the ease with which a daily situation could be recorded, using simple sighting techniques (1-3).

(12)

(13)(1)

(2) (3)

(4)(5)

Visualization

Intro

One Point

Building on my previous method of

exploring a method in smaller drawings, and expanding my knowledge in a larger image, I chose to create this slice of the world, roughly modelled after Powell Station. As I began to draw, I further questioned and re-evaluated my understanding of relative size (particularly in interior areas), and ability to offset discontinuous surfaces (retaining wall and buildings on the right)

(6)

Visualization

Intro

Office Method

Though this technique has been, by far, the most difficult of this class thus far, I enjoy the exactness it provides. In particular, I enjoy this method’s formulated

control of perspective (1), ability to exactly draw objects that might have otherwise have been difficult to visualize in a two point (5-8) (particularly the back cube), and ability to directly address issues in interesting forms, such as planes parallel to the picture plane (4).

(4)

(1)

(2) (3)

Conclusion

For me, this class has been an opportunity to explore a world that may as well have been occult. Though I had some limited experience in

modelling the world around me on paper, I had never been able to do so in a way that wasn’t, frankly, embarrassing.

Through my use of one and two point perspectives, elevations, orthographics and the office method, however, I have been able to better understand the world around me, and the way that I view at, and as such furthered my ability to convey that information through drawings.

Notes

Work demonstrates understanding, accurate application○Road to mastery•

Arch: scales○

Hierarchy of line wtConsistency of value :darkCrisp cornersPencil choice

Line quality○

Lettering○Proportions○Acquisition of vocab○Sighting techniques○Dimensions○

Adding, subtraction, multiply, divide□Cube proportions□Accurate foreshortening□

2 pt perspectives

Plan oblique'sOrthographic

Foreshortening□Overlapping□Diminishing sizes□Profile lines□shading□

Of 3d reality

Conveying information:○

Hard skills•

Self driveIntrinsic rewards

Self intiated quest for masteryPurpose and autonomy

Self and otherCompelling critique of work

Clear communicationAbility to distill informationInspired engagement

Soft skills

will be on strengths and weaknesses of plan oblique, ortho, 2 ptWill then visually show differences, strenths

Test: if there is one:

Chronological

Indicate ability to critique selfWritten reflections

11 x 17, bound with acetate sleeves

On spineLabel: Name, arch 20 spring

Exercise, date, iteration #Clearly label each entry

Specific, sustantiveWritten reflection

Hard copy

All files are packagedLow res- 1oo kb per imageCan be sent as ppt or Pdf

Powerpoint on CD Rom

Upload to www.issuu.comOr send to group

Digital

ToC optional

Options for turning in

Formatting:

Due: Thursday, March 18. beginning of classLearning portfolioTuesday, March 02, 201011:26 AM

arch Page 1

Horizon line-hl

(where you standStarts from station point-sp

Line of sight- l of s

Always on horizonVanishing point-vp

Cannot measure w/ perspectiveAlways element of foreshortening

Always at 90 deg. To line of sightPicture plane

Bisected by line of sight30 deg. To either sideAnything outside is distorted

Cone of vision

2 point perspective construction

Aligned with axis? bAxial alignment

Extrude-expand

Looks smaller because of angleForshortening

View of balanceGravity of an image

Margins on paperLayout line / construction line

Ex. Object against backgroundProfile line

Change in planeObject line

Text. Lines, symbol linesDetail lines

Lines

Definition

Not parallel to picture planLines to scaleVerticals = verticalsHorizontals=oblique

If and only if on horizontal planesAngles are true

Obliques:

All vert are vertAll horiz are horizProportions are accurately represented

IF:

all aspects are scalableSingle but related views

Then

Orthographc- parallel to viewing plane

Ex. Ct. scan of brain (one layer)Usually 4 ft above finished floor

Plans-horizontal cuts

Plasticity-varyingPoche-any area between outside and inside

Universal frameworkPlumb line-verticalLevel line-horiz

Make more if necessaryEst. midlines

Ex. Knee is on same line as other kneeAlignment

Things are aligned off of a lineRegulating line

BoxSighting techniques

Remember for later

will be on strengths and weaknesses of plan oblique, ortho, 2 ptWill then visually show differences, strengths

Test: if there is one:

Midterm reviewTuesday, March 02, 201012:24 PM

arch Page 2

HW:

At least a addition, one subtractionCorr. Orthographic views

Label (good lettering)4 drawings, 90 degrees

Plan obliques

draw

Not parallel to picture planLines to scaleVerticals = verticalsHorizontals=oblique

If and only if on horizontal planesAngles are true

Obliques:Poche‐any area between outside and insidePlasticity‐varying

Ex. Ct. scan of brain (one layer)Usually 4 ft above finished floor

Plans‐horizontal cuts 

Extrude‐expand

Aligned with axis? bAxial alignment

Terms:

Plan obliTuesday, February 23, 201012:23 PM

arch Page 1