Perspective (graphical)

Summary

Linear or point-projection perspective () is one of two types of graphical projection perspective in the graphic arts; the other is parallel projection. Linear perspective is an approximate representation, generally on a flat surface, of an image as it is seen by the eye. Perspective drawing is useful for representing a three-dimensional scene in a two-dimensional medium, like paper. The most characteristic features of linear perspective are that objects appear smaller as their distance from the observer increases, and that they are subject to , meaning that an object's dimensions along the line of sight appear shorter than its dimensions across the line of sight. All objects will recede to points in the distance, usually along the horizon line, but also above and below the horizon line depending on the view used. Italian Renaissance painters and architects including Filippo Brunelleschi, Leon Battista Alberti, Masaccio, Paolo Uccello, Piero della Francesca and Luca Pacioli studied linear perspective, wrote treatises on it, and incorporated it into their artworks. Perspective works by representing the light that passes from a scene through an imaginary rectangle (the picture plane), to the viewer's eye, as if a viewer were looking through a window and painting what is seen directly onto the windowpane. If viewed from the same spot as the windowpane was painted, the painted image would be identical to what was seen through the unpainted window. Each painted object in the scene is thus a flat, scaled down version of the object on the other side of the window. File:Perspective-1point.svg File:Perspectivephoto.jpg File:Inside Greenwich Foot Tunnel.jpg File:One point perspective.jpg File:Finnish national road 4 Vierumäki.jpg File:HK Hung Hum Station Corridor.jpg File:Railroad-Tracks-Perspective.jpg File:Tuileries Rivoli Perspective.jpg File:College Street (9268126660).jpg File:Church Cottage at Boreham, Essex, England 2.jpg File:Harrington's hardware shop Broadstairs Kent England - inspiration for the 'Four Candles' Two Ronnies sketch 02.

Official source

https://en.wikipedia.org/wiki/Perspective_(graphical)

About this result

This page is automatically generated and may contain information that is not correct, complete, up-to-date, or relevant to your search query. The same applies to every other page on this website. Please make sure to verify the information with EPFL's official sources.

Related publications (10)

Related concepts (37)

Perspective (graphical)

Geometry

Geometry (; ) is a branch of mathematics concerned with properties of space such as the distance, shape, size, and relative position of figures. Geometry is, along with arithmetic, one of the oldest branches of mathematics. A mathematician who works in the field of geometry is called a geometer. Until the 19th century, geometry was almost exclusively devoted to Euclidean geometry, which includes the notions of point, line, plane, distance, angle, surface, and curve, as fundamental concepts.

High Renaissance

In art history, the High Renaissance was a short period of the most exceptional artistic production in the Italian states, particularly Rome, capital of the Papal States, and in Florence, during the Italian Renaissance. Most art historians state that the High Renaissance started around 1495 or 1500 and ended in 1520 with the death of Raphael, although some say the High Renaissance ended about 1525, or in 1527 with the Sack of Rome by the army of Charles V, Holy Roman Emperor, or about 1530.

Related courses (9)

AR-101: Studio BA1

La première année d'architecture vise à l'acquisition des outils essentiels au projet et à une compréhension de l'architecture comme savoir-faire, pensée, et attitude qui interroge l'inscription des ê

AR-113: Graphic figuration

Formation au dessin d'architecture à travers ses diverses procédures et codes graphiques, avec le crayon et le papier comme bases.

AR-529: Exquisite Corpse: Architecture Assembled

Through close readings of key examples, the course revisits the historical evolution of architectural drawing and representation as autonomous entities, aiming to reclaim the agency of architectural d

Related lectures (53)

This thesis assesses the surveillance operated on the mobile phone network by governmental actors (intelligence agencies, police, army) and the relationship between monitored spaces and their users. Indeed, some new surveillance devices used by intelligence services redefine surveillance spatiality raising new questions in this field of research. More specifically this research focuses on one specific object: the IMSI catcher, a monitoring apparatus of the cellular network that intercepts cellphones' identity and some communications in a given area by mimicking the activity of a cell tower. While this kind of device seems to offer a tactical and a security interest in the fight against terrorism and against crime, many civil liberties organisations such as the Electronic Frontier Foundation, Privacy International and _La Commission nationale de l'informatique et des libertÃ©s are concerned about the potential of an uncontrolled surveillance ; indeed, the controversial nature of the device could endanger certain individual and public rights. What is this technical object and which new issues comes with its use in surveillance? How and from which perspective is it problematic What does the IMSI catcher teaches us on the potential future of surveillance regimes? I look into this specific device case in a research framework at the intersection of design research practices, science and technology studies (STS) and surveillance studies. First, I deal with this surveillance apparatus as a technical object, from a perspective fed by the theoretical framework of concretization and technical lines proposed by Gilbert Simondon and Yves Deforge, through the analysis of a visual and technical documentation. Second, I use a research by design approach to explore certain assumptions regarding the nature of the object itself, its functioning and its "concrete" aspect â or rather "non-concrete" in the present case â with the help of approaches borrowed to reverse engineering and reconstitution, close to media archeology. Then, I explore possible opposition and protest trajectories with the help of prototypes designed with critical design and speculative design methods. Finally, through the writing of prospective scenarios, I build a design fiction that offers a synthesis, potentially subject to debate, around the IMSI catcher's uses, present and to come, and more broadly on the potential future of surveillance regimes.

EPFL2022

Typologie des écoles primaires en Suisse de 1945 à 2015 et stratégies d'éclairage naturel

Jean-Denis Bernard Marie Ghislain Thiry

Following the path initiated by Britain and the United States, where the evolution of education and the importance of the architecture of schools were debated vigorously by school boards, and mainly under the influence of Germany and the Netherlands, Switzerland has gradually become a benchmark in Europe and worldwide in terms of school construction. This abundance of expertise revealed itself especially after the Second World War with the emergence of a constructive quality concerned with environmental aspects, which incorporated the needs involved in children's education and a proper amount of natural light for classrooms. But since the beginning of the 21st century, designers have not payed so much attention to sunlight or to the orientation of schools, and have instead focused on creating more versatile and scalable learning spaces, even though much of the research done in the field points to the significance of the controlled usage of daylight showing also the positive impact on the well-being of the pupils. Thus, it seems necessary again to make designers more aware of the use of effective daylighting strategies, and to convince them to stop relying on oftentimes permanent artificial lighting at substantial energy costs. Based on a desire to combine a theoretical and historical approach with a technical one to assess the level of performance of daylight in teaching spaces, the thesis is organized in two successive and interdependent parts. The first part aims to give an overview of the typological evolution of primary schools and their daylighting strategies implemented in Switzerland from 1945 to 2015. To this end, a broad survey of schools featured in four major architectural journals was conducted, namely: Werk, Bauen + Wohnen; L'Architecture d'aujourd'hui; Techniques & Architecture; The Architectural Review. The development of the formal, constructive and distributive characteristics of the projects was analyzed and compared with the daylighting strategies of class units, while demonstrating the significant impact of foreign influences on Swiss construction. Four major school « types » were identified from a total of 332 schools studied, that are, the pavilion type, the articulated type, the modular type, and the monoblock type. We then selected school models representative of the types of schools built most frequently in Switzerland and their associated daylighting strategies. The second part offers an analysis of the daylighting impact on selected schools for the purpose of quantifying the different levels of illumination, and studying the resulting lighting ambiances. To this end, several in situ measurement campaigns were undertaken applying a systematic protocol. Through iterative variation of different parameters of the modeled class units, the objective is then to identify architectural models and design principles that provide appropriate levels of illumination for students, while comparing the different school types from our initial theoretical survey. In addition to retracing the typological evolution of 70 years of school construction in Switzerland in terms of the original perspective on daylighting, this research aims to provide a collection of examples of good architectural practices, as well as objective criticism of the daylighting strategies of Swiss schools and related literature, for the purpose of having a positive influence on decisions regarding the design of the schools of tomorrow.

EPFL2019

Swiss school typologies from a daylighting perspective between 1945 and 2015

Jean-Denis Bernard Marie Ghislain Thiry

The research consists of three successive and interdependent parts. The 1st part seeks to reconstruct the typological evolution of primary schools and their associated daylighting strategies between 1945 and 2015 in Switzerland – a country widely recognized for its constructive quality and its concern for integration of natural light in schools – while demonstrating the significant impact of foreign influences on Swiss production. To do this, a large chronological and systematic census of schools is carried out in four major architectural journals: Werk, L’architecture d’Aujourd’hui, Techniques & Architecture and Architectural Review. The formal and constructive evolution of the projects is detailed and the daylighting mechanisms of the class units are identified, while looking at the impact of the evolution of child pedagogy on architecture. Then an identification and selection of school models, that are most representative of the typological evolution and the use of lighting throughout the different epochs, is carried out for the second part of the thesis. The 2nd part begins with the observation, that many recent research findings demonstrate the importance of a significant and controlled amount of natural light for reading and writing tasks and more generally, its role in the physical and psychic well-being of the students. Thus, it is now necessary for designers to reflect more and be aware of the use of ideal natural lighting strategies, no longer relying on electrical lighting – often permanently lit – to provide the necessary light levels, although electrical light is less comfortable for the human eye and synonymous with significant energy expenditure. The second part proposes to analyze the daylighting performance of the selected schools by using 3D simulation. This in order to quantify the different levels of illuminance and to study the resulting luminous atmospheres. Several observations and measurements are also carried out in situ following a precise protocol. The objective is to compare the principles and typological families of our initial theoretical census, by iteratively varying the different architectural elements constituting the units of modeled classrooms (geometry, openings, solar protections, types of glazing, etc.), while questioning the recommendations and regulations related to the daylighting of school buildings that are in force in Switzerland and abroad. Based on the results obtained, the 3rd part proposes to accurately identify criteria and architectural models that offers adapted and controlled levels of illuminance for students. The first aim is to reconstruct the evolution of 70 years of school construction in Switzerland, based on the original perspective of daylight integration principles. The second aim is to propose a library of examples of good architectural practices, while also objectively criticizing the daylighting strategies in Swiss schools – and of the literature that made it known – by comparing contemporary production and recommendations in terms of lighting with the constructions built from 1945, and which placed – at least for certain typologies – natural light in schools at the center of the projecting process. By combining the daylight performance of school spaces with a wider historical, spatial, and pedagogical approach, the objective is to positively influence decisions related to the design of naturally lit spaces in the school of tomorrow.

2017

Swiss school typologies from a daylighting perspective between 1945 and 2015

Jean-Denis Bernard Marie Ghislain Thiry

2017

Typologie des écoles primaires en Suisse de 1945 à 2015 et stratégies d'éclairage naturel

Jean-Denis Bernard Marie Ghislain Thiry

EPFL2019

EPFL2022