Assignment 1 - Perspective Assignment (1 Point
and 2 Point Perspective)
Mathematics in Art - FA 1020 \ MATH 1020
Due: Thursday Oct 11
Instructor: Derek Brueckner
Derek.Brueckner@ad.umanitoba.ca
Objectives:
There is the choice of using analogue images or digital images. Either
way the idea for this assignment is take two pictures with your camera or select
two pictures (photographs from magazines) and depict converging lines, horizon
line and vanishing points on each photograph (or reproductions of each
photograph) This assignment’s ultimate goal requires people to demonstrate a clear and precise comprehension of 1 Point Perspective
in one photograph and 2 Point Perspective in the other photograph with the
individual photographs each offering an interesting, challenging and unique solution
for each part of the assignment.
The Format and Following
Requirements for Assignment:
For this assignment students will attempt to present and depict two photograph
examples, which should include:
One photograph example of a 1 point perspective
AND
One photograph example of 2 point perspective
One photograph example of 2 point perspective
(do not staple, paper clip or tape together the two photographs
together – to reiterate: first and last name neatly printed on the front of
both photographs)
Each photograph example should be on a separate sheet of paper. Both
sheets of paper for each photograph image should not be any larger than 8.5 x
11 inches. In some cases people may need to add another sheet of paper to
depict the converging lines and vanishing lines but if numerous sheets of paper
are required to depict the converging lines and the vanishing points then there
is a strong possibility that the image may be too difficult to complete
accurately.
On the front of each photograph you must neatly print your first and
last name. As the title of each work label the photograph example of the 1 point perspective and label
the photograph example of the 2 point perspective.
Analogue Option
To complete this assignment attach a sheet of acetate only at the top of the picture over each
photograph then on the surface of the acetate draw: the converging lines to the
vanishing point(s) and draw a horizon line. Neatly and accurately draw these converging
lines to vanishing points on the acetate. Also label vanishing points and
horizon line in both perspective examples.
This assignment can be drawn by hand, using a straight edge and a fine
tipped marker.
Digital Option
There is also the option of doing this assignment in a digital version
by using Photoshop and doing a digital drawing on a digital photo depicting converging
lines, a horizon line in each image, labeling vanishing points and horizon line
in both perspective examples. Once work
is completed then print out each of the digitally manipulated photos on separate
sheets of 8.5 x 11 inches. (Obviously if you are not proficient in Photoshop
the digital approach will not be an option)
ADDITIONAL INFORMATION FOR ASSIGNMENT:
-not discussed in hard copy of assignment handed out in class-
Examples of the 2 Point Perspectives Assignment:
The example presented in the image below on this blog demonstrates a
clear understanding of 2 point perspective and even though shows many complex
converging lines in a deep space should be more adventurous and unique in terms
of subject matter and overall selection of space.
In this example of a two point perspective above (and the detail below) all planes parallel in plan
view have converging lines going to 2 points (vanishing points) in the image. As in many image examples such
as this image a vanishing point or both points may be located outside the frame
of the picture plane. As always these two vanishing points in a two point
perspective are both positioned on the horizon line.
As suggested in the above description of the examples presented in
this assignment these examples may present an understanding of two point perspective in the
assignment but are not stellar examples (See the description of examples in the above text of this assignment
why these examples are not stellar) as well the
last image above is incomplete and kind of quickly done. In the above work
for the assignment the person missed the opportunity to draw in many more
converging lines to both vanishing points and the horizon line was not
drawn in nor was the work labelled with the title, the vanishing points, or the
horizon line.
Some Potential Problems in the Perspective Assignment that will Prevent Elevation of Grade during Evaluation Process:
Inaccurate converging lines
Missing converging lines
Missing vanishing points or mistakes or confusion as to
where the vanishing points are located
Simple images which lacked complexity: Overall the subject
matter in the 1 point perspective image or in the 2 point perspective image did
not offer much for converging lines and was overall a very simple presentation
of the concept.
An image that is designated as a 1 point perspective image
but is actually a 2 point perspective image or a multiple 2 point perspective
image.
In some cases an image that is categorized as a 1 point
perspective image or more often a 2 point perspective image is actually a 3
point perspective image. This incorrect categorization of the image then
creates confusion regarding the accurate locations of the vanishing points on
the horizon line and the overall accurate location of the horizon line. Ultimately
these confusions cause the depiction of the vanishing points and (in
particular) the horizon line to be positioned inaccurately in the image.
In some cases, over all the work(s) does not demonstrate an
understanding of what a 1 point perspective image and or a 2 point perspective
image is.
Not labeling assignments on the front of the image with name
(printed) and not labeling the vanishing point(s) (VP) and the Horizon Line
(HL)
Perspective
Assignment Grade (10% of course) and Percentage Breakdown of Assignment:
GPA Grades on Assignment:
1 Point Perspective Image was a GPA grade out 4.5 (5% of course)
2 Point Perspective Image was a GPA grade out 4.5 (5% of course)
Note: GPA grade is out of 4.5
The GPA grade for the entire perspective assignment will be
calculated by adding the GPA scores of the 1 Point Perspective Image and the 2
Point Perspective Image and then dividing the total of the two GPA grades by 2.
Grading Example to
Determine Score on Perspective Assignment:
GPA score of 1 Point Perspective Image: 3.2
GPA score of 2 Point
Perspective Image: + 3.0 GPA total for perspective
assignment
6.2 / 2 = 3.1 (out of 4.5)
Check information below (which was copied and pasted from course syllabus) for
letter grade chart and scale for GPA grades and additional information regarding grading criteria.
Description of grading scale as listed in art syllabus for Math in Art course:
Description of grading scale as listed in art syllabus for Math in Art course:
Letter Grade Grade
Point Value
A+ 4.5 Exceptional
A 4.0
- 4.4 Excellent
B+ 3.5
- 3.9 Very
Good
B 3.0
- 3.4 Good
C+ 2.5
- 2.9 Satisfactory
C 2.0
- 2.4 Adequate
D 1.0
- 1.9 Marginal
F 0
– 0.9 Failure
P Pass
S Standing
Additional Information Regarding EVALUATION (Grading Criteria):
Grade
of A or A+ (GPA of 4.0 to 4.5) Excellent to Exceptional: A thorough and thoughtful treatment
of the assignment presented consistently in an original, logical and
convincing manner. The “A” assignment has clearly articulated formal and
conceptual ideas, which are innovative, complex, and thoroughly researched.
Generally the ”A” assignment demonstrates an excellent level of research, versatility,
criticality and a breadth of formal and conceptual skill sets. All of the
assignment’s objectives in terms of quality and quantity are achieved in an
excellent or exceptional manner. In addition to demonstrating the assignment
objectives at an excellent level and synthesizing formal and conceptual
elements at an excellent level often an ”A” work offers supplementary strengths
as an excellent example of contemporary art and or takes the work beyond and in
addition to the assignment’s objectives.
Grade
of B or B+ (GPA of 3.0 to 3.9) Good to Very Good: This is a good or very good
assignment in most ways, but it is generally less thoughtful than an “A” work.
Often “B” assignments are those that mostly repeat what the instructor and the
readings have taught, and do so in a way that makes it apparent that the
student understands the concepts and objectives, but does not add much to them.
The B assignment may be less sophisticated than an “A” assignment, but the “B”
is still reasonably competent and conveys ideas and concepts to the viewer. At
times the B assignment may offer some innovation or go beyond assignment
requirements in certain parts of the assignment but simultaneously may be
missing some the assignment’s objectives or those assignment objectives are
presented in a less sophisticated manner. Overall, generally in the B
assignment the assignment objectives are achieved in a less sophisticated and
innovative manner than the A assignment in terms of formal (visual literacy)
and conceptual ideas (thematic content).
Grade
of C or C+ (GPA of 2.0 to 2.9) Adequate to Satisfactory): An assignment that shows an
understanding of most concepts and objectives involved in the assignment, but
does not treat it thoroughly or does not synthesize the assignment into an
entirely clear manner. In the C assignment the ideas are visually and or
conceptually vague and may appear to be contradictory, or visually noisy or
confused. Strong effort by a student may be given for a C assignment, but the
work struggles to convey the assignment objectives in terms of demonstrating
visual literacy and conceptual ideas in the work.
Grade
of D (GPA of 1.0 to 1.9) Marginal: Seriously flawed. The assignment neither demonstrates an
understanding of the material nor articulates any coherent ideas or concepts.
The assignment might wander among several ideas with out developing any single
one. There is no focus in this kind of work. Often a D assignment will be
presented as incomplete or unfinished. In a “D” assignment a student might rely
on others’ work rather than developing her/his ideas. The instructor might
wonder if the student tried at all.
