bherger midterm v2
DESCRIPTION
my portfolio for arch 20-04, spring 2010 at CCSFTRANSCRIPT
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