Designing a room appeals to my age group because of both the interior designing element and the technical skill.
Designing a Room in One Point Perspective
We started off with a horizon line and vanishing point. If you aren’t sure of what I’m talking about check out the perspective introduction.
Next we made a square/rectangle that will act as the back wall. I told students to keep in mind that the horizon line is eye level. By putting the vanishing point closer to one wall or the other it will appear as if you are closer to that wall. Almost like you are leaning against the wall. And be sure to keep in mind that you want space to draw stuff in the room so leave plenty of space around the square.
We line up the ruler from the vanishing point to each of the corners. Then draw a line from the corner to the outside of the paper. (Always start out with a light hand with perspective drawing. These lines are made darker for visibility.)
From there we start with anything that would be flat on the back wall. This could be a window, door, poster, or picture frame.
Next we added anything that would be flat on the side walls. Since we actually started this lesson the same day we finished up our One Point Perspective Names, some got to this the first day, others waited till the second day.
We saved demonstration of furniture, tile, and other 3D objects until the second day.
Day 2
I started off with a demonstration of a chair or bookshelf. For me I start at the front corner of the shape and take it back to the vanishing point just as if it was a floating shape. I simplify the form down to the basic shapes. This student challenged herself by trying a couch. She started with the front edge.
Since I work with such small classes, I don’t demonstrate in too much detail. These guys have a good one point perspective understanding. They are able to work through most problems with just a brief demonstration. Anything tougher we will work through one on one.
I love small classes!
After they have been working for awhile (we have 1.5 hour classes) I gathered them again to demonstrate how to do tile. This is a bit simplified but a good way to do it with students. It determines an even amount of space in perspective.
Once the floor space has been determined draw an “X” (or just a diagonal) from the front corners to the back corners.
Mark off the tile width on the front edge.
From each mark in the front, draw a line towards the vanishing point the length of the floor (to the back wall).
The lines that go back to the vanishing point will cross the “X” that you made. That is the horizontal lines for your tiles.
Most of my students went for a more simple lined floor and they turned out great.
I had some pretty good questions on a couch and a corner couch. I love how my students are always challenging me!
I’m very impressed with the students’ problem solving skills!
Through this series we’ve done an introduction and a project with names. From there, these students have taken those skills and applied them to this project.
I forgot to take pictures of the finished projects (of course!). But a few of my students still had their work with them another day so I was able to get some pictures.
This is a great project for a wide range of ages, 5th to 11th grade for this class.
I can introduce a few techniques and each student will run with them to the best of their abilities.
Bonus Room in Two Point Perspective
One of my classes went a different route. We did a condenced version of the Perspective Series so some of my lessons got switched up a bit.
So we designed a room in two point perspective.
Have you tried a project like this? What tips do you have for perspective?
