TIJ1O_drawing-and-sketching

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=Drawing and Sketching=

We sketch to convey ideas quickly. Sketches can be quick and lack detail, or be elaborate and show a lot of detail - often in what are called 'callouts' - or annotations designed to bring attention to an area of your sketch and explain/show it in more detail.

What Makes a Sketch, a Sketch?
Eleven attributes that make sketching valuable and important. Sketches are:


 * Quick** - We don't need to spend a lot of time mulling over our ideas.
 * Timely** - Its super easy to whip up a sketch in the middle of a meeting to help describe an idea.
 * Inexpensive** - All you need is something to write on and a pen.
 * Disposable** - If the idea doesn't last, it doesn't hurt to recycle some paper.
 * Plentiful** - It only takes a couple hours to jam through 40 or more sketches.
 * Have a clear vocabulary** - When someone sees a sketch, they intuitively know its just an idea or a "what if'."
 * A distinct gesture** - Sketches are loose and invite conversation and collaboration.
 * Have minimal detail** - Don't sweat the details, just get your idea on paper to spark something with your team.
 * Have the appropriate level of refinement** - The rough feeling of a sketch helps keep the conversations broad.
 * They suggest and explore rather than confirm** - We can ask questions and start a conversation about the problems at hand. We decide on details later.
 * They are ambiguous** - Sketches leave ideas open for misinterpretation and give people the chance to read into them further. This often leads to even better ideas and make people feel invested.

Even if you aren't good at art, there are tricks to sketching:


 * sketch from the elbow
 * strike light, adding emphasis afterwards.
 * move your paper

techniques:
 * squares
 * circles
 * arcs
 * tricks to lettering

Exercise:

 * //grab paper, try 5 squares, circles, ellipses, stars//
 * //Use bounding boxes that are all the same size. Come up with your own font by making the rectangles different sizes and fit the letters of your first name in each box. Determine if you want to have solid or empty letters.//

Perspective
When considering perspective we consider 2 possible vanishing points in this course. A vanishing point is one of possibly several points in a 2D image where lines that are parallel in the 3D source converge. We typically only examine **1 and 2 point perspective** in high school (1 vanishing point or 2).

 //**1-Point Perspective**//

Step 1: Set up your canvass. Make sure you know the MAXIMUM EXTENT that your drawings will occupy (e.g. make sure your objects fit in the overall box). After this make sure that you draw your vanishing point lines. Not all 1-point perspective drawings have vanishing points in the dead center of the drawing, but if they do, you can simply make a large 'X' and the crossing point is the vanishing point.
 * Try this!**

Step 2: Place your faced objects at the appropriate coordinates (sometimes it helps to further subdivide your page into halves or even quarters to ensure placement of the objects is correct. All X and Y coordinates are face-on to the viewer with NO perspective. All Z axis (i.e. going into the distance) lines disappear towards the vanishing point. Ensure all lines are light so that when you erase eclipsing lines you don't have heavy traces over your page.



Step 3: Carefully erase all lines that are eclipsed.


 * //2-Point Perspective//**



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Assignment #1 - Draw the following pictures
A) **1-Point Drawing**


 * B) 2-point drawing**


 * Evaluation**


 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Sketches** || Superb choices in line-weights and angles that best illustrate the object. Drawings are free from distracting elements || Good choices in line-weights and angles that best illustrate the chosen topics. Drawings are defect-free but may contain a few unwanted features || The sketches have some defects, but still portray the object || The sketches have many defects or are poor quality. ||
 * **1 point perspective drawing** || Lines merge seamlessly at the VP. There are no flaws in the drawing. || Lines merge at the VP with few flaws in the drawing. || Lines generally at the VP. || Lines merge but with much room for improvement. ||
 * **Use of Time** || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||


 * TAKE A PICTURE OF YOUR OWN HOUSE FROM THE CORNER. TRY TO GET THE WHOLE HOUSE IN THE PICTURE.**

If you don't have a house picture you'll have to use the building below (click picture for bigger version):

​


 * Evaluation**


 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Sketches** || Superb choices in line-weights and angles that best illustrate the object. Drawings are free from distracting elements || Good choices in line-weights and angles that best illustrate the chosen topics. Drawings are defect-free but may contain a few unwanted features || The sketches have some defects, but still portray the object || The sketches have many defects or are poor quality. ||
 * **2 point perspective drawing** || Lines merge seamlessly at both VPs. There are no flaws in the drawing. || Lines merge well at both VPs. There are generally no flaws in the drawing. || Lines merge at both VPs. There are flaws in the drawing. || Lines generally merge towards the VPs. There are multiple flaws in the drawing. ||
 * **Use of Time** || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||



Non-Perspective
The other view that we examine in this course is that of **NO perspective** which can be useful in attending to either measurements or detail. Non-perspective drawings we will consider are **orthographic drawings** (simple 2D of the face of an object with absolutely no perspective) and **isometric drawings** (which show 3 dimensions, but with no perspective).

Orthographic projections and Elevations
An orthographic drawing is one where there is no perspective and you are only showing the face of an object. Often labeled as the elevation (e.g. front/top/side/back) orthographic drawings usually come in a 3-pack Front/Top/Side which together form what is called the orthographic projection. These are used quite frequently in manufacturing of objects since each face can be shown in some detail without the distraction of perspective.

An elevation simply looks like this:

The Front/Top/Side of an object together form the orthographic projection

Here's how/why we do this:

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Orthographic projections from isometric source
As we said earlier, one of the benefits of working on an orthographic drawing is that there is an unchanging scale as long as you continue to work in the same units. To that end, you need to understand measurements and scale.


 * __Rulers and SCALE__**


 * Imperial system vs. Metric system**

The metric system is a very straightforward system where units of measurement for length/distance simply operate on factors of 10. E.g. 1000 m = 1 km and 1000 mm = 1m. Your whole life you've been taught metric - however, there are industries around the world which use the IMPERIAL system of measurement.

For example:
 * the LUMBER industry uses FEET and INCHES instead of cm and m!
 * the AVIATION industry uses miles instead of km!
 * many people know their WEIGHT in POUNDS, not their MASS in kg!

Here is a look at the IMPERIAL SYSTEM, as it is used to measure LENGTH (or distance):


 * 1 MILE = 1760 YARDS (= 5280 feet = 63360 inches)
 * 1 YARD = 3 FEET (=36 inches)
 * 1 FOOT = 12 INCHES
 * 1 INCH can be broken into 1/2ths, 1/4ths, 1/8ths, 16ths, 32nds etc...

Some common examples of these units include…
 * 1 YARD || slightly shorter than 1m || the width of your classroom door or the height of your kitchen counters off of the ground ||
 * 1 FOOT || about 30cm || the size of a (size 12) shoe or roughly the height of a piece of paper ||
 * 1 INCH || about 2.5cm || the length of a small paper-clip or the diameter (width) of a quarter ||

Examples
 * Imperial Units**


 * 6 feet || 6 ft. || 6' ||
 * 13½ feet || 13 ½ ft. || 13½' OR 13' 6" ||
 * 8 inches || 8 in. || 8" ||
 * 3 ¼ inches || 3 ¼ in. || 3 ¼ " ||

The division of ONE inch (and thus any inch) is broken down into whatever divisions you want. Mostly commonly we break down into halves, quarters, eights and sometimes in this course sixteenths.



Scale
Sometimes when we draw, if we were to draw everything in the real world on paper we'd have to use a GIANT sheet of paper (for example, a FRONT ELEVATION - see below). Because the scale of such drawings are often smaller than life-size, an architect's scale features multiple units of length and proportional length increments.

Common scales in architecture are (note: the two columns do NOT show equivalence in measure):
 * Metric (SI) || US Imperial ||
 * 1:5 || 1:4 (3" to a foot) ||
 * 1:10 || 1:8 (1.5" to a foot) ||
 * 1:20 || 1:12 (1" to a foot) ||
 * 1:100 || 1:16 (3/4" to a foot) ||
 * 1:500 || 1:48 (1/4" to a foot) ||
 * 1:1250 || 1:96 (1/8" to a foot) ||

This house is probably drawn at 1:50 or 1:100 (SI) or 1:48 (Imperial)

Complete the following on a blank piece of paper:



Assignment #2 - Orthographic Projections
Complete the following orthographic projection worksheets using the 1 square is equal to 1/4 inch.




 * Evaluation**
 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Lines** || Superb choices in line-weights Drawings are free from distracting elements || Good choices in line-weights Drawings are defect-free but may contain a few unwanted features || The drawings have some defects, but still portray the edges of the object || The drawings have many defects or are poor quality. ||
 * **Hidden lines** || All hidden lines present || Hidden lines present but with occasional errors || Hidden lines occasionally present || Presence of a hidden line or two, but generally most in the wrong place ||
 * **Use of Time** || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||



Assignment #3 - Crafting Your Name
Now you have the fundamentals of sketching 1 and 2 point perspective as well as how to look at objects in one plan form you are going to create your name (or something meaningful) on paper in 2 point perspective, then in orthographic view. Afterwards you will etch your plan onto a piece of pine and cut out the name.

Components:
 * 1) A TWO point perspective drawing. The height at the corner where the name begins is 3" tall. The thickness is to be 5/8 thick on the first letter. The horizon will be roughly on the middle of the paper put in landscape orientation. The vanishing points will be at the edges of the paper on the horizon line.
 * 2) An orthographic drawing at a 1:1 scale of your word. The height will be exactly 3". The width will depend on your word. Target around 8-11" in width. The name will be cut out on paper, then transferred to your wood (of rectangular dimensions exactly like that of your drawing).
 * 3) Your word will be transferred to the 3" pine and cut out on the bandsaw and scroll saw. You will then get rid of all saw cut marks (within reason). You will apply preservative to the product (likely linseed oil).


 * **CATEGORY** || **4 ** || **3 ** || **2 ** || **1 ** ||
 * **2 point perspective** || Drawing is flawless, neat with clear lines and no smudging || Drawing is as expected with clear lines and few distractions || Generally the drawing conveys the design. Some mistakes are present || Many mistakes in the perspective, stray lines and/or smudged lines ||
 * **orthographic drawing** || Drawing is flawless, neat with clear lines and no smudging || Drawing is as expected with clear lines and few distractions || Generally the drawing conveys the design. Some mistakes are present || Many mistakes in the perspective, stray lines and/or smudged lines ||
 * **construction quality** || Lines are clean, no cut marks, edging is superior || Lines are generally clean, few cut marks, mostly good edging || Lines are often clean. Some cut marks and chipped edging || Lines are somewhat clean. Many cut marks and/or broken and missing pieces. ||
 * **Use of Time** || <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12px;">Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12px;">Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12px;">Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || <span style="color: #000000; font-family: &#39;Arial&#39;,&#39;sans-serif&#39;; font-size: 12px;">Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||