OVERVIEW:
Virtual Reality: Perspective is Everything
AUTHORS:
Charles Parker and Robert Linde
VITAL
INFORMATION
Subjects:
Visualizing the illusion of depth, VRML computer coding, and 1-point
perspective
Grade/Level:
6
Time
Required: five-seven class periods each for two simultaneous classes
Objectives
The
students will be able to:
- Create
the Illusion of Depth using 1-Point Perspective
- Create a rectangular room in Text pad
and then insert 2 boxes of different sizes into this virtual room. Upon successful completion of the
programming segment of the lesson, the student will be able to view these
objects in 3D and using the translations and rotations function of VRML, will be able to manipulate these items to get an
understanding of how the point of perspective (the
Vanishing Point) changes
depending on the orientation. The student will make connections between 3D
graphics, art class and career applications.
Summary:
Addressing
various learning styles, this unit will approach the depiction of the illusion
of depth on a two-dimensional surface through direct observation and
questioning and translating that experience into two dimensions with lines on
paper and then with VRML codes on a computer.
IMPLEMENTATION
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.
Handout for VRML.
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
3-D, by Doug Dubosque,
Computers with VRML, textpad and CITERA tools loaded, smart board for teacher
modeling
Learning
activities:
Lesson 1: A
Real Room (Virtually!)
Lesson 2: VRML
Not Vermin
STANDARDS
WV
CONTENT STANDARDS AND OBJECTIVES:
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.
Standard 3:
Technology Productivity Tools (TEC.S.3)
Students will:
·
use
technology tools to enhance learning, increase productivity, and promote
creativity; and
·
use productivity tools to collaborate in
constructing technology-enhanced models, preparing publications, and producing
other creative works.
Technology Productivity Tools Objectives
Students will:
TEC.6.3.1 use advanced features and utilities of a
word processor (e.g., bullets, tables, find and replace) and review spell
check, grammar check, thesaurus.
TEC.6.3.2 enter and edit
data into a prepared spreadsheet to test simple "what-if?" statements
and equations.
TEC.6.3.3 use presentation software demonstrating
appropriate design layouts and formatting features (e.g., fonts, color, background
designs) to effectively communicate.
Standard 6: Technology Problem-solving and
Decision-making Tools (TEC.S.6)
Students will:
·
use
technology resources for solving problems and making informed decisions; and
·
employ technology in the development of
strategies for solving problems in the real world.
Technology Problem-solving and Decision-making Tools
Objectives
Students will:
TEC.6.6.1 use technology resources for problem
solving, self-directed learning, and extended learning activities.
Performance Descriptors (TEC.PD.6.6)
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. |
21C.S.5-8.3
Standard 3: Personal and Workplace Skills
The
student will exhibit leadership, ethical behavior, respect
for others; accept responsibility for personal actions considering the impact
on others; take the initiative to plan and execute tasks; and interact
productively as a member of a group.
·
21C.O.5-8.3.LS.1
Student manages emotions and behaviors,
engages in collaborative work assignments requiring compromise, and
demonstrates flexibility by assuming different roles and responsibilities
within various team structures.
·
21C.O.5-8.3.LS.2
Student is flexible in approach to solving
problems and completing tasks, considers alternative methods, solutions and
perspectives, abandons strategies that do not work, and reallocates time and
resources as priorities change.
·
21C.O.5-8.3.LS.3
Student sets challenging goals and
strategically plans to reach those goals, monitors performance and adjusts
effort and strategies, seeks assistance when needed, and demonstrates focused
commitment to reaching the established goals.
·
21C.O.5-8.3.LS.4
Student demonstrates ethical behavior and
works responsibly and collaboratively with others, in academic and social
contexts, to accomplish both individual and team goals related to improved
academic, extracurricular and co-curricular performances.
·
21C.O.5-8.3.LS.5
Student exhibits interpersonal and
problem-solving skills when in the role of leader. He/she helps others stay
focused on the goal, monitors progress of the group, and successfully moves the
group toward the goal.
·
21C.O.5-8.3.LS.6
Student maintains
focus on larger project goal, frames appropriate questions, reflects on
possible courses of action and their likely consequences, develops and
initiates a plan of action with appropriate smaller objectives and benchmarks,
and submits the completed project when due.
NATIONAL 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