Perspective Systems

COLLABORATIVE VISUALIZING SEM. 2

3/25 CLASS:

Before I started the assignment for Monday, I warmed up by drawing some basic cubes.

3/30 HW:

10 Cubes in Perspective:

I used three different colored pencils to establish hierarchy. Even though I used a ruler and followed the rules of 2 point perspective, it wasn’t easy to visualize a cube in an imaginary space, especially when it overlaps with other cubes. I decided not to rotate any of the cubes since I didn’t feel comfortable adding another element of complexity at the moment.

Moving forward, I want to vary the pressure I use to draw — even with different colors, the lines are still distracting. I also want to attempt to draw cubes as if I was inside the room.

Room in perspective:

I used a wide-angle setting to capture the entirety of my dad’s office with photography, but I found that the camera considerably distorts it, so I still drew from life. However, this documentation helped me get a better idea of what the furniture looks like from a birds-eye view.

Recreating my dad’s office, I found that the perspective I initially committed to does not communicate the furniture of the room it contains, nor the layout of the room. I chose a perspective that

From seeing the breadth of my peers’ work and possibilities that a room

However, creating this 2-point perspective drawing

3/30 CLASS:

Determining what makes the construction of a drawing of a room in perspective successful:

• intentional use of perspective (different angles)

To remind myself of these guidelines to create more informative and convincing constructions

Matt reminded us that we are studying and applying these principles with the purpose of having the knowledge to recreate whatever environment we wish to create from our imaginations. I applied this mindset in the next activities we did.

Class notes

4/1 HW:

Floorplan:

Taking detailed measurements of the room and translating it into a Plan View (floor plan)

Constructing 2-Point Perspective Representation of the Room:

4/1 CLASS:

4/6 HW:

Elevation View:

1-Point Perspective:

warm-up + experimentation

I attempted to construct my hallway in 1-point perspective before drawing the room. I figured that it would be easier since there is no furniture obstructing the edges of the walls that coincide with perspective lines.

However, I realized that I was approaching it the wrong way — I couldn’t

Adding a figure in the environment — Visualizing what a sitting figure would be like → 6 heads tall ~ 4.5 feet tall

feedback → Improved line weight

With the improved line weight, I was able to evaluate the accuracy of the perspective I constructed. Looking at the floor, it looks like when I projected the estimated square to 10 squares deep, my estimation is a little off. The floor looks more like a rectangle than a square (the floor is 10 x 10 squared feet).

In future constructions, I will make sure to routinely step back and check my perspective constructions to see if they make sense between adding objects to the environment. In 1-point perspective, it is most crucial to make the best estimation of the first square so the grid that all the environment’s contents will be placed accurately within the space.

Mid- Semester Feedback

• Can see how I’m using drawing to understand and discover
• drawings are rough/refined when it needs to be
• great breadth in figure explorations
• try more quick-sketching
• don’t need to be concerned about technical details all the time — but can also use technical drawings to learn, strike a balance

Class 4/6:

class notes

We were introduced to the isometric cube. The specific rules of this drawing system made me more aware of the rules that bounded other drawing systems. I start to practice the isometric cube — simultaneously thinking of ways I can take advantage of this system to best communicate my ideas.

Isometric Exploration 4/6: