SUMMARY: For
background into the concepts of creating a 3-dimensional room using VRML
computer code, students will be learning 1-Point Perspective with observation,
rulers, and pencils.
Title: A Real Room (Virtually!)
AUTHOR: Robert Linde
VITAL INFORMATION (Other-Teacher friendly)
Subjects:
Creating the Illusion of Depth with 1-Point Perspective and VRML
computer coding.
Unit:
Virtual Reality-- Perspective is Everything
Topic: How 1-Point Perspective Works –
the Basics, on Paper
Grade/Level: 6
Time Allotment: five days
Pre-Requisite Skills:
Students must have
- Experience making straight lines with
rulers
Objective(s):
The students will be able to Create the Illusion of
Depth using 1-Point Perspective
Summary:
Addressing various learning styles, this unit
will approach the depiction of the illusion of depth on a two-dimensional
surface through direct observation, translating that experience into two
dimensions with lines on paper and then with VRML codes on a computer.
PREPARATION
Instructional
Materials: LCD project, computer with VRML and text-pad program; Cortona
viewer, et al. found at citerawv.us; digital goose-necked presentation
camera; 9”x12” drawing paper; pencils; rulers; colored pencils;
demonstration board (chalk—, white—, smart—, or flip chart);
yardstick.
Resources: 3D gaming
example, projected, showing dramatic use of perspective, such as an interior
shot from Halo2™; projection of
a similar room created with VRML codes; eye-catching display of previous
student works; Book: How To Draw 3D,
by Doug Dubosque,
IMPLEMENTATION
Learning Context: Art
Introduction/Motivation:
Display
and discuss previous student work from the same lesson. What works?…
What doesn’t work?… And Why?…
Brief demonstration of parallel lines
becoming angled from the vanishing point,
using a windowed box manipulated in front of the presentation camera displaying
on the TV or the LCD Projector. “Walk” camera around corner of
box-building to the open door. As the camera looks in, cut to VRML-formatted
interior!!!
Procedure (Day 1):
Introduction/Motivation: see above
Step-by-step — Teacher, Students, T,
Ss, T, Ss, …
*The Vanishing
Point,
*Horizon
Line, and the meaning of eye-level
-- create a rectangle to represent the far wall of your room
-- choose and mark a vanishing point somewhere on that wall/in that rectangle.
*Lines of
Perspective parts
of which are the lines representing the tops and bottoms of your right and left
walls as well as many other edges we will discover
-- Using the ruler, draw a faint straight line from your vanishing point directly through each
corner of your back wall making it long enough to reach the edge of the paper.
Then erase the parts of your lines that are INSIDE the rectangle.
Now we have “the illusion of depth,” yes? But why? Why doesn’t the paper look flat any longer?
Procedure (Day 2):
“How could we
make this picture go even deeper into space?”
…………………
…………………
Good
thinking—no, good Visualizing!, I should say!
Well, first
let’s let a little light into our room by making a window. Then we can
add some more space in “the back”.
Step-by-step the T and
Ss use two vertical lines and
two lines of perspective to
define a window in one of their side walls. This takes some time as each and
every student is brought up to par at each step before the class proceeds to
the next step. Those who are far enough ahead to be twiddling their fingers
will instead help those for whom the 3d visualizing is still a tough cognitive
leap.
NOW! Use your rulers
to draw a door in the back wall; put it closer to one side or the other, not in
the middle. So one side of your window is shorter.
Why? .................
[trick question] Which side of your door
should be shorter and why? …………… [They should
both be the same height as they’re meant to look the same distance away]
Ss draw their back wall doors.
Now look at the line
representing the bottom of the side wall next to your door. Where did it come
from; what is it part of? ................. What if we re-darken the part of
that line of perspective where it appears within our doorway?
Ss do so following T’s example.
Why does it suddenly look like there’s a-whole-nuther room even further
away than our first room?
Those with time left
over can use the same principles used for the window for other windows,
posters, flat-screen TVs, carpets, skylights, etc. Brainstorm ideas for
interesting things to add and list on the board.
Procedure (Days 3-4):
In days 3 and 4
Students will be learning to create furniture from rectangular prisms drawn in perspective;
round carpets and ceiling fans from circles
drawn in perspective (ovals);
Procedure (Day 5):
They will draw and
color freely imagined scenery outside their windows;
balconies; other miscellaneous objects of their whims and fancies
Procedure (Days 6-7):
Student will team with Mr. Parker’s
keyboarding students to create similar rooms graphically on Computers using
VRML Coding.
Differentiated
Instruction:
Students who are, or quickly become, adept will be able to help those having
more difficulties. They may also have time to create a more elaborate space
with more objects in their room(s).
In the last section of this lesson when the students join with the keyboarding
students to create their VRML rooms, student pairing will enable students with
differing learning styles to work together as teams.
Examples of student
work from previous year’s classes:
Collaboration:
This lesson is part of a
collaboration unit with the 6th grade technology classes
N.B.:
In one of three succeeding 9-week rotations (marking periods) each art student
will be similarly teamed again, but this time in the position of computer student, further reinforcing
what they learned this quarter from their computer student-partner.
Author's Comments
& Reflections:
·
VRML
provides a very natural expansion from this lesson into 3d modeling on the
computer. Especially
important is the student’s ability, WITH that modeling, to manipulate the
vanishing point and actually see how it affects the parallel lines/edges in the
picture.
·
In
regards to the extreme step-by-step process at the beginning:
It is important to use this as a chance for the students to see, experience,
and question the process itself. It also gets everyone to the same place, with
the same foundation, before they’re set free with their imaginations.
RUBRICS:
|
contents |
Excellent |
Good |
Fair |
Poor |
|
1-Point
Perspective: |
ALL lines
parallel to the side walls, floor, or ceiling are derived from accurately
drawn lines of perspective coming from the vanishing point. The only other
lines are either horizontal or vertical in the appropriate places. |
General
understanding of 1-pt. perspective is demonstrated correctly for the most
part, but with some inconsistencies |
General
understanding of 1-pt. perspective is demonstrated , but there are many
mistakes and inconsistencies |
Work is
incomplete and rules of perspective ignored |
|
1-Point
Perspective:3d objects |
All edges
of rectangular forms are derived either from accurately drawn lines of
perspective coming from the vanishing point, are horizontal, or are vertical. |
General
understanding of 1-pt. perspective is demonstrated correctly for the most
part, but with some inconsistencies |
General
understanding of 1-pt. perspective is demonstrated , but there are many
mistakes and inconsistencies |
Work is
incomplete and rules of perspective ignored |
|
Extra
rooms, invented spaces, etc. |
Student has
used his learning of 1-pt. perspective and his imagination to craft new and
interesting details to his already-completed picture |
Picture is
complete and accurate but includes little that is extra or original. |
There is
nothing extra. |
Project is
incomplete |
|
Care for
the clarity of the finished work |
Obvious
extra effort has been put into the crafting of well-defined objects in a
well-defined 3‑dimensional space |
Work is
complete and well-defined. |
The work is
either less than complete or complete, but inconsistent in quality. |
The work is
carelessly made hard to visually understand. |
WV
Standards
VA.S.6.1
Students will:
·
identify
media materials, and processes used in creating art;
·
understand
processes and techniques in creating art;
·
apply problem-solving
skills in creating two-dimensional and
three-dimensional works of art; and
VA.O.6.1.01 identify types of
media, techniques, technologies, and processes used to create two-dimensional
and three-dimensional works of art.
VA.O.6.1.02 use selected media, techniques, technologies,
and processes to communicate a personal experience or an idea, e.g.,
watercolor, tempera, ink, fabric, collected materials, montage, weaving,
mosaic, and digital media.
VA.O.6.1.03 explain the
effectiveness of their choices of media, techniques, technologies, and
processes to communicate ideas.
VA.S.6.2
communicate expressive ideas that demonstrate an
understanding of structures and functions in art.
VA.O.7.2.10 create artwork using
linear perspective.
National
Visual Arts Standards:
|
Achievement Standard:
·
Students
select media, techniques, and processes; analyze what makes them effective or
not effective in communicating ideas; and reflect upon the effectiveness of
their choices
·
Students
intentionally take advantage of the qualities and characteristics of art media,
techniques, and processes to enhance communication of their experiences and
ideas
|
Achievement
Standard:
·
Students
generalize about the effects of visual structures and functions and reflect
upon these effects in their own work
·
Students
employ organizational structures and analyze what makes them effective or not
effective in the communication of ideas
·
Students
select and use the qualities of structures and functions of art to improve
communication of their ideas
USA - 21st Century Learning Skills
& ICT Literacy ?
|
21C.S.5-8.1 |
The
student will access, analyze, manage, integrate, evaluate, and create
information in a variety of forms using appropriate technology skills and
communicate that information in an appropriate oral, written, or multimedia
format. |
|
21C.O.5-8.1.LS.2 |
Student
interprets abstract visuals and creates products (e.g. digital storytelling)
that reflect a growing understanding of visual language and require the
effective use of tools (e.g. cropped photos, original charts and graphs,
well-chosen images from databases, video clips). |
|
21C.S.5-8.2 |
The
student will demonstrate the ability to explore and develop new ideas, to
intentionally apply sound reasoning processes and to frame, analyze and solve
complex problems using appropriate technology tools. |
|
21C.O.5-8.2.LS.3 |
Student
engages in a problem solving process that divides complex problems into
simple parts in order to devise solutions. |