Class Tridimensionalidade

  • Presentation


    Drawing objects in 3 dimensions directly and/or by their projections on the board, using Linear or Conic Projection, considering the coordinates and height of the observer in relation to the object. Functional representation of perspectives for Visual Arts, Industrial Design, Interior Design, Architecture, etc.
    Skills: Identify and autonomously define the perspective representation system. Recognize and understand light/shadow problems in projective representation. Know how to recognize and apply the system's tools in creating and solving problems involving the representation of space and the effect of light in the space itself. Recognize projection systems and critically relate them in the process of understanding and representing shapes and objects in space.

  • Code


  • Syllabus


    - Projection Systems and their applications.
    - Linear perspective:
    - Historical background and methodologies (Brunelleschi's mirror, Alberti's method and Da Vinci's visual cone);
    - Key elements of the set of projection plans;
    - Representation of Points, Lines and Planes;
    - Orthogonality (total distance points);
    - Crossings (between planes and between lines and planes);
    - Rotations;
    - Construction of Flat Figures and polyhedra;
    - Study of Shadows.

  • Objectives


    Encourage and develop the student's logical-deductive abilities in recognizing and representing space in perspective. Building an analytical attitude of design, geometric representation and its inherent conditions based on real active experience, and the experience of each student's familiar zone. Develop in students a position of individual critical judgment as an observer, a key element of representation. Create awareness and discuss the interrelationship between real three-dimensional space.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    In the context of innovative methodologies, this curricular unit aims to recover the gesture and action in the classroom, in a practical dimension that recovers the physical dimension of the output of the exercises and themes.

  • References


    XAVIER, João Pedro (2006). Sobre as origens da perspectiva em Portugal, Porto, FAUP. XAVIER, João Pedro (1997). Perspectiva, perspectiva acelerada e contraperspectiva, Porto, FAUP. RICCA , Guilherme (2006). Método de Monge (3a ed), Lisboa Fundação Calouste Gulbenkian. Holliday-Darr, Kathryn (1998). Applied Descriptive Geometry, Delmar Publishers, New York.

    BAEZA, Alberto Campo (2011) Pensar com as mãos. Casal de Cambra: Edições Caleidoscópio.

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