Plan
To explore the concept of perspectives through a cube; how does a cube have more than one perspective and how does it challenge the way we see things. I will achieve this through a small drawing exercise and some form didactic teaching method. This idea came from reading Perspective on Perspectives (Pettersson, 1996) a short paper on the many ways one can interpret perspective.
Set up
I will use the cube as my object to learn from, as Wright (1983, p. 27) expresses the cube is ‘One of the simplest solid models one can choose for a drawing lesson’. I will break up the session up in two main halves, which will run about 10 minutes each. Each section will ask the student how they interpret the object, which will create discussion and ‘potential reframing’ of the object (2015, pg. 7)
Perception of Depth – Explore how our eye perceives an object by understanding the concept of depth and distance. I will also demonstrate 1 point perspective and 2 point perspective to help convey this idea.
Illusions of Perspectives – Explore the two illusionary aspect of perspective through the cube, referencing Louis Albert Neckers, Necker Cube, and M.C Escher, Impossible Cube (Ernst, B. 2006).
The Session
I introduced myself through my name and my occupation as an Illustrator and educator in UAL. Emily set up the chairs and tables for her previous microteach and consequently was perfect for me to place my object – the cube – in the middle of the table.
I had each student sit down on each side of the object, with paper and pen in front of them also. I ask them to draw the cube for around 1-2 minutes each. After I asked them to signed it and pass their drawing to their left. I elaborated on the unique properties of this task by ‘reflecting upon their perceptions and those of others’ (Hardie, K, 2015), in regards to the cube.
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This introduced my first thought on perspective – depth and distance. I drew on the board and explained how one can understand perspective through 1 point perspective and 2 point perspective. Using Horizon lines, converging lines and vanishing points. I explain this is one way to see the cube through a logical and somewhat mathematical perspective.
This lead me to talk about artist M.C Escher and the concept of impossible objects. I drew the impossible cube on the board, highlighting a new perspective to the object and according to Ernst (2006, p. 6) can not exist in the real world but only through art.
I then ask the students to a copy and draw the Necker cube I drew on the board. Which then gave me the opportunity to ask the students which side of the cube was the front or back. Exploring the cubes illusionary properties and discussing the challenges their minds where having viewing the Necker cube. The final minutes of my session I had a Q and A and then general feedback afterwards.
Feedback/reflection
Overall my feedback was positive, I had created engagement through analysing the many ways we can perceive the cube, and generally talking about the importance of perspective. This was the first time I tried something quite ambitious in regards to drawing in front of students without using a presentation while simultaneously explaining a complex idea.
I was made aware that having a visual reference to artist like M.C Escher and his exploration of impossible objects would have made the session better. I must not assume students know about this artist and his work.
Also, when I asked students to pass around their drawings there might be a possibility it can create anxiety or fear sharing work. For future reference I need to elaborate before hand that this session will have collaborative aspects to it and that the drawings made shouldn’t be perfect or held to a high standard.
Also, I should engage more with students and ask them questions related to the topic, not just ‘Do you understand?’ but something more thought-provoking, such as, ‘How do you see the object?’ or ‘Do you feel influenced by observing someone else’s drawing of a cube?
Personally even with the positive feedback and the highlighted points of improvement, I wasn’t too happy with how I delivered the session. For a 20 minute microteach I feel as that I put too much in and felt a bit messy delivering it. On reflection having handouts, cutting out some content and having more of engagement with the students and helping them explore this concept of perception would achieve a better personal result.
References
Ernst, B. (2006). Impossible Worlds: 2 in 1: Adventures with Impossible Objects: Optical Illustions. 1st Edition. Köln: Taschen
Hardie, K. (2015). Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching. 1st edition. Higher Education Academy
Pettersson, R (1996). Perspective on perspective. Conference: 28th Annual Conference of the International Visual Literacy AssociationAt: Cheyenne, Wyoming, USA
Wright, L. (1983). Perspective in Perspective. 1st Edition. London: Routledge & Kegan Paul.