To introduce the freehand
method and techinque for the construction of curves and use this to complete
a drawing. To introduce the notion that drawing and estimating proportion
require judgements that need to be recoqnized, trusted and developed.
The sketch pad,
HB pencil, ruler.
Begin: (allow 10 min) (Preparation
- download the first diagram below, print and make a copy for all students) Hand
them out and ask:
a) Which is the longest edge in Fig 1 and why? (AD because it is closest
- CA and AB recede)
b) What are the circumstances that would make CA=CB? (if the block was
centerally positioned between the LVP and RVP)
c) Why is CA bigger than AB in Fig 2?
d) Measure all lines in Fig 2. Are any two the some size? (Discuss what
we mean by real size or apparent size?)
e) Fig 3 does not look quite as 'square' as it should, why is that? (AB
and CA are slightly to long making the block appear squatter than the others)
must learn to use our eyes and judge distances and proportions. We must keep
drawing them until they look right. It is the same if drawing a
face or a box for aways we must judge one thing in relation to all the others in the same space. The
simplest object to practice and draw is the cube and we can use the cube
to make many other shapes. If the cube is nearer the RVP AC will always
be larger than AB while the reverse applies for the LVP.
margin and title box on a new page then:
Draw a cube in the approximate size and position as shown above.
Extend the line 'ab' to four times its length.
Draw the diagonal ... extend it, and form the square.
Construct diagonal and the 16 little boxes as shown
Mark approximately 3/4 lengths along the diagonals
Lightly draw in your circle.
Firm it in.
Give the disc thickness as shown. The lines to the RVP form 'tangents'
to the circle. Sketch in lightly until it looks right then firm it in.
The teacher should check ...
In the inner four squares draw another circle.
Firm it in and complete as shown above.
Home study : Shade the drawing and add
another letter. There are thousands of variations of this drawing.
The student could perhaps try and draw their own initials in the other direction, or using
just the CVP on the ground. The more confident can try and draw a large 'S'
for instance as homework or a specal project.