. Perspective for art students . Fig. 176.—The scaffolding of the problem. found at once on a plane 12 feet above the , the ground-line is not wanted at all. The rela-tions of the picture-line, horizon and ground-line, as wellas the method of finding point A, are shown on Fig. 176, Solving Problems 233 The plan has been lettered for reference, and the dottedlines which give points D, Gr, 1, 2, 4, and 5 have beendrawn upon it. The square has thus several lettered orfigured points on each side. Thus AB has D in thecentre, and between D and A points 1, 2, and 3, andbetween D and B al
. Perspective for art students . Fig. 176.—The scaffolding of the problem. found at once on a plane 12 feet above the , the ground-line is not wanted at all. The rela-tions of the picture-line, horizon and ground-line, as wellas the method of finding point A, are shown on Fig. 176, Solving Problems 233 The plan has been lettered for reference, and the dottedlines which give points D, Gr, 1, 2, 4, and 5 have beendrawn upon it. The square has thus several lettered orfigured points on each side. Thus AB has D in thecentre, and between D and A points 1, 2, and 3, andbetween D and B also points 1, 2, and 3. The dimen-sions on the other sides are the same as those onside AB. To work the problem, we draw from A a line to 30on left, and one to 60 on right. Along both these wemeasure the dimensions just spoken of. Taking theline to 30, we commence by bringing a line 30 through A to A on the picture-line. Along the. Fio. 177.—Sketch of the working. picture-line toward the left, we set off points 3, 2, 1, D,1, 2, 3, B, transferring the dimensions from the then draw lines from all these points to 30, andnote where they cut the line from A to 30. We thushave the side AB with all its measurements upon it. We do the same with the side vanishing to we have the two sides marked out in this way. 234 Perspective we proceed to stripe the square by lines from all thesepoints to either 30 or 60. The striping givingus all the points of the pattern, we draw in the circle byfreehand, and rule in the small squares in the corners. The exercise seems to be one rather for careful workingthan for particular knowledge. If there is one fault morethan another against which the student should be warned,it is using lines going to either after they havecrossed the side of the square they are supposed tomeasure. It is well not to take the measuring lines pastthe lines they ar
Size: 2305px × 1084px
Photo credit: © Reading Room 2020 / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1900, bookdecade1910, booksubj, booksubjectperspective
