Commentary

DSGN 110-Rapid Viz DSGN 110-Rapid Viz Learning Portf olioLearning Portf olioChristopher WuChristopher WuFall 2009Fall 2009

Commentary

Table of ContentsTable of Contents1 & 2 Point Perspective – p. 1~41 & 2 Point Perspective – p. 1~4

3 Point Perspective – p. 5~63 Point Perspective – p. 5~6

Inspired and Uninspired Rooms – p. 7~8Inspired and Uninspired Rooms – p. 7~8

Dividing and Multiplying Cubes – p. 9~12Dividing and Multiplying Cubes – p. 9~12

Gift Exercise – p. 13Gift Exercise – p. 13

Complex Objects Complex Objects (also Circles, Ellipses & Spheres) – p. 14(also Circles, Ellipses & Spheres) – p. 14

Orthographic & Box Method – p. 15~ 17Orthographic & Box Method – p. 15~ 17

Teapots – p. 18~21Teapots – p. 18~21

100 Marks – p. 22100 Marks – p. 22

Copy of a Master’s Drawing – p. 23Copy of a Master’s Drawing – p. 23

“Batman” + “Hello Kitty” = ? – p. 25~27“Batman” + “Hello Kitty” = ? – p. 25~27

Drawing Interiors – p. 28~29Drawing Interiors – p. 28~29

End – p. 30End – p. 30

Commentary

In the beginning of the semester, we started out by learning one point and two point perspective.

One of the first things we learned was how to eyeball the foreshortening so that a cube can be accurately portrayed in space. To do this, we used the cut out paper cube and try to use it as a visual guideline on how things are suppose to look. Here is my first attempt.

My annotations on the side are basically reminding myself that I need to practice my straight lines so that it does not curve. (And did I need to practice!)

1 & 2 Point Perspecti ve1 & 2 Point Perspecti ve

1

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Here are more of my attempts at rotating cubes in space. In the annotations, I noted that I need to start using different line weights for construction and profile lines.

2

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Here is my cubes still life sketch. I started off with a small thumbnail sketch for the proportions, then I tried to draw it larger on the left.

In my redraw of this still life, I tried to make sure that I had a clear difference between object and profile lines.

On the bottom left is my “best” blind drawing attempt of the same still life. I’m glad I can actually look at my paper when I draw for real. =)

3

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Book asignments for 1 & 2 point perspective.

4

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After one and two point, we moved on to three point perspective. This was very new to me, so my first attempts ended up looking quite weird.

In my annotations, I noted that not having a 60 degree x 3 as the vanishing points would result in a distortion of some sort, and that tilting the triangle would simply result in a tiled shape.

3 Point Perspecti ve3 Point Perspecti ve

5

Commentary

After a few more demos, I tried to make a city intersec-tion with a few buildings in one of the corners.

I noted that it was pretty hard to make a perfect square in 3pt, as the exaggeration of the angle would make any imperfections highlight itself the more it goes out from the vanishing points.

6

Commentary

For the Uninspired room, I picked my apartment’s empty living room. It was uninspir-ing because, well, there was –nothing- in the room. (Not even a TV) For some reason, trying to draw an entire room vs drawing small cubes made it a tad difficult for me to see the lines in the room.

Inspired and Uninspired RoomsInspired and Uninspired Rooms

7

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While it may sound kinda weird, I picked my bathroom as the most inspiring room in my apartment. The reason I find it inspiring is that it utilizes the small amount of space (and I mean very small!) very efficiently, and no space is wasted at all.

I chose a top down view to highlight the layout and to show how tiny the space is.

8

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In this session, we learned how to multiply and divide cubes. I had trouble making the exact “cube” multiply itself with the same proportion when I move it back and forth in space, so the method we learned really helped a lot.

Dividing and Multi plying Cubes Dividing and Multi plying Cubes

9

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Here is my attempt during the demo in class. I made the first cube way too big, and ended up out side of the cone of vision. I didn’t realize I did until I tried to make a cube outside of it, and the distortion ended up to be off the page.

10

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This assignment had us name each step in writing as precise as possible (as if giving directions to the computer) and then trying to draw what you wrote down. I ended up making mine’s full of different shapes, so the use of darker profile lines was the only thing that helped with making the front objects pop out in front of the rear ones.

The smaller one on the left was done with instructions from a group of 3 people in class. Each one of us would call out a step and each of us would draw it. In the end we learned enough aboutdirections to have a similar output in terms of what we ended with.

11

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More book work.

12

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For this exercise, we asked our partners for a list of words, and using some of those words, create a gift for them. My partner chose the theme “Summer”, with words like fun, music, beach, etc. I decided to create a beach radio as the gift. The things that I would improve on from this drawing is to make sure my line weights are consis-tent, and that if I’m doing a 2 point drawing, I need to make sure the two points are far apart enough, or else the object I’m trying to render will end up being distorted more than it should. In this case, it looks like the radio is about 3 inches away from my eyes.

Gift s ExerciseGift s Exercise

13

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In this session, we learned about how to reduce complex objects into primitives, as well as drawing more organic shapes by correctly putting circles and eclipses in space. To me this demo was a little hard, due to the subjects we picked (palm tree and pumpkin). While I was able to create a pumpkin, it looks like I needed to practice more on my circles before I can render something with so many bumps and curves better.

As our “ticket” out of class, we had to turn in a quick render of a snowman. I tried to put it tilted, but it ended up looking like it’s about to top over and die. =(

Complex Objects Complex Objects (also Circles, Ellipses & Spheres)(also Circles, Ellipses & Spheres)

14

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When I learned about ortho-graphic and the box method, at first I really didn’t understand what it was for.

But after trying it out on various examples in class and in the book, I can see how useful it can be, especially during the design process (where I can see what changes to each side I can make, and see that change in relation to the other sides)

My first few attempts were a bit shakey though. (Book example and a milk carton I tried to draw)

Orthographic & Box MethodOrthographic & Box Method

15

Commentary

In class demo and book exercises of the box method.

Personally, I had alot of fun doing this exercise. It was like putting together a puzzle with three 2d peices and forming a 3d object at the end. This assignment is also where I first really took advantage of different colours to help with the construction lines.

16

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More book exercises.

17

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For this assignment, we were to design and draw a teapot using orthographics. Just like the gift assignment, we were to use a list of words as guildlines for the design.

For brainstorming, we were also encourage to talk with our classmates to help move along our thought process when we were stuck. I found this very helpful in the begin-ning as I could only think of “traditional” teapot designs.

<---In class doodling /brainstorming

Tea PotsTea Pots

18

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The design I came up with was from the words “Cute, Round, Personality.”

Dispite the brainstorming in class, I actually had trouble getting started on my own. I ended up spending hours just thinking of what I can do in my head, and never actually put most of those thoughts down.

However, I did have a sort of “ownership” towards my final teapot design. I though it was cute enough so that I would actually want to have one in my kitchen.

19

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50 Tea pots! Looking back, I should of drawn the whole thing a little bigger so I could go in and add some more detail. But I got quite an experience out of doing so many in a row. From one to the next, I just put down whatever came to mind in the form of a teapot.

From the top left is my worm and apple teapot, from there I made variations, adding different “words” in, to different fruits, adding faces for personification of emotions, to changing shapes, to making it into items, to animals and objects. At the end I was getting tired so I used that as a sort of inspiration and made “E” “N” “D” as teapots. =)

20

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Around the teapot assign-ment, in class we were told to explore the “life of lines.”

While I understand a bit what that is when I see it, actually doing it in my own drawings is something I’m still working on.

On the left is my sketch copy of some parts of other teapots I saw that made the drawing look “alive.”

I tried to use different line weights on the tea-pot remake to show more life, and got it to work a little, though mostly on the perspective drawing. I tried to show the “heavyness” of the base by making the profile line near it stronger than at the top. In the orthographics it didn’t show as well though.

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100 marks exercise.

22

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In this copy, I tried to redraw Da Vinci’s flying machine. It was really hard to get the type of lines he was using due to the medium difference, Especially on parts that requires a very dark shadow, or having many narrow lines in a row.

But by drawing this out, I basically experienced the patience the man had when he created this flying machine. I could see that he was trying to design something nobody at the time had thought of, and each thing he added was in consideration of the function of the device.

Copy of a Master’s DrawingCopy of a Master’s Drawing

23

Commentary

Book excerise - House drawing.

While doing this exercise, I realize that I know next to nothing about how houses looked.

After trying to draw something I know nothing about, I decided to take the advice I got in class of having an archive of photos and pictures of buildings (and other things) that can be used as a reference material.

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The Batman+Hello Kitty merger exercise was another one of those “use a selection of words” projects I had trouble with.

It was outside of my “comfort zone”, as they say, to create an object with almost complete freedom (and generally no clue to what it’s functions are.)

“Batman” + “Hello Kitt y” = ?“Batman” + “Hello Kitt y” = ?

25

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So when it came to the actual merging, the class had chosen the two images above.

After seeing them, I had a better idea of what it means to create a free-form object, so I decided to slightly alter both of them to be even more dark/mysterious and cute/innocent.

26

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After sitting at home and thinking about it for a while though, I decided that having two next to each other wasn’t really that interesting, so I decided to completely merge the forms together by taking the two’s most dominate features and exaggerating them. For the mysterious figure, it was the “hood” outfit. For the cute thing, it was that it looked a bit like a butt.

After playing around with where I wanted to place it, I had this lumpy, sort of cute funny, hood wearing object. It sort of felt like the cute thing jumped right into the mysterious figure’s head and gived it’s lumpy essence to it.

27

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Before this, I had a general idea on how to place things in a room, but actually drawing equal units along the sides and putting them to the vanishing point was really helpful. Before, it was fustrating to find the exact height of say, a chair, to the back wall, so now I know.

Drawing InteriorsDrawing Interiors(with Proporti ons)(with Proporti ons)

28

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Here is the sketch I did for the homework assignment. While it is not perfect, and there are some things I would still want to improve on, I never though that I would be able to draw a room in 3d perspective with relatively correct sizes in around a couple of hours.

For reference material, I used an Ikea magazine and some google image searches on windows/plants. The rest of the things, I looked to my own study room.

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This is all for now, from the beginning of class to the midterm.

<--(Here’s a quick sketch using perspective for the background, yay!)

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END! (For now)