Dear Ann,
If we agree with Nelson Goodman (for instance) perspective is as
conventional as any other representation. This means that although it
corresponds to our optical experience since our brain is always
transforming our optical experience in something more useful (like: a
far away elephant is not a very tiny elephant so I'd better take care)
it is culturally adquired so we should start by drawing conventionaly
over the first perspective works of art like: Masaccio's Trinity;
Leonardo's Last Supper; Raphael's School of Athens; Some of Piero's
circle Ideal Cities and urging the students to identify were would be
their position if they were seeing/drawing the scene.
Using these works of art the students make linear drawings in a rigid
transparent surface of the basic structure of perspective. Then they
must make the transparent perpective "grids" coincide with their views
of reality holding it in front of their eyes. With an eye shut they must
follow with a pencil the lines coincident in the transparency and the
reality. Then try to do it a new drawing by their own.
Drawing directly in mirrors is also a good way (and fun) because you
draw what is behind you. The mirror should be vertical and perpendicular
to the direction of sight. This requires cooperation between two
students. On eholding and the other drawing. The drawings must be done
with markers and when finished just press a sheet of paper over the
mirror to get a drawing.
Cheers,
Eduardo Corte-Real
ann herdman escreveu:
> Hello
> I am teaching a group of adults who are all struggling with
> perspective,,, what is new ? Please do any of you have any exercises
> or web pages that might help with creative ways of overcoming these
> difficulties.
>
> Best wishes
>
> Ann Herdman
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