Concepts

• center line: the line that cuts through the center of a plane or surface

• contour line: a line on a map joining points of equal height above or below sea level

• ghost line: a very light and provisional line sketched lightly on paper or screen to help distinguish edges, center lines, surfaces, planes, and contours

• horizon line: the line at which the earth’s surface and the sky appear to meet

• hatch line: one of the primary line types used in sketching as infill to suggest shade

• outline: a line or curve used to enclose a flat shape or three-dimensional form; a silhouette is a filled outline

• orthographic: a method of projection in which objects or spaces are depicted; a topographic surface is mapped using parallel lines to project its shape onto a flat plane

• isometric projection: a projection method used to represent three-dimensional objects and spaces; in isometric projection, lines parallel remain parallel unlike the converging lines of perspective

• projection: the process of sketching lines back to vanishing points to recreate the illusion of a three-dimensional image on the flat sheet of paper; an actor is trained to project his or her voice into a room to be heard in the back seats

• shade: the relative darkness caused by shelter from direct sunlight; in sketching, shading occurs on surfaces directly out of line with the sun or light source

• tangent: a straight line or plane that touches a curve or curved surface at a specific point while never intersecting with the curve or curved surface; tangent points are transitions between lines and curves that appear seamless

• vanishing point: the point on the picture plane to which all projection lines converge on the horizon

• vantage point: the particular angle from which an object or space is viewed; related to the point of view or view point and station point

• vignette: a frame sketched in such a way as to appear behind a sketched object or product; the vignette works to provide a depth cue in a design sketch

Reflection

This assignment has been different than other projects and was more long-term. I practiced and excelled in my problem solving skills by using technicality in each sketch. The videos taught me to use each sketch to build a better design each time I sketch something new. These skills can be applied to the designs for our Capstone project for the sketches of the different instrument designs. Something else that I succeeded in was my ability to reflect a strong work ethic. These drawing tutorials were assigned every week, and I eventually established a consistent work ethic in which I would watch the videos and attempt at the sketches then rewatch the videos to fully understood the important notes. I did my best to comprehend the skills and technicalities that come with the different ways of sketching. This helped me learn the material in each video so I can apply these skills somewhere else.

Something that I struggled with was time-management. At the beginning of these drawings, I turned in the assignment on time. As the year progressed, I began to turn in my drawings a couple days late. Because of this, I got points marked off for turning it in late. I failed to manage my time because I was behind in other projects. To refrain from this habit, I want to use time in class more wisely and plan an agenda for myself. This way, I could turn in all my assignments on time without stressing last minute. Another area in which I struggled in was organization. At times, I lost track of which drawings corresponded to which videos, so I started labeling my sketches more clearly. Although I was able to fix this mistake, I could've kept all my drawings organized from the beginning if I labeled everything correctly. In the future, I want to start organized and maintain that organization throughout a project, which makes things easier for my peers and for myself.