Tag Archives: 3d

[3D] Pandora’s Box Part 3: The Technicalities

The technical side of things

With our class presenting our sketch models to one another, one word I heard a lot was “same”. To avoid this sameness in my model, I did pretty laborious technical drawings where I measured every side and adjusted ratios to reflect good proportion.

I also needed to know exactly where I would need to cut my blocks such that I could wedge the SD and SO in. And so I made another technical drawing, with the accuracy down to 0.05cm.

These gave me a great peace of mind – knowing I wasn’t just roughly estimating a third or a half. It also helped me to visualize the sculpture as a whole, and made me more comfortable with 2D sketches of 3D models.

Behind the scenes

Here’s me pasting some textured paper on a foam block on zen mode, and some satisfyingly crisp edges.

[3D] Pandora’s Box Part 2: Foam models

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llCardboard to Foamll

As the cardboard boxes were really big and hard to work with physically (I couldn’t hold them up to see the proportions of the boxes relative to each other), I decided to make the necessary revisions in foam.

Sketch Model 4ll

Sketch Model 2 Version 2ll

Final Model 1ll

Final Model 2ll

The story of how I got to this final outcome can be found here: Process Part 2

[3D] Pandora’s Box Part 1: Cardboard models

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Sketch models and masking tape ヽ(・∀・)ﾉ

For our first lesson, I worked with the cardboard boxes.

I found it pretty therapeutic, being able to use that much masking tape at one go. I felt like the world’s most proficient tape-tearer at the end of the lesson.

Anyway, I ended up creating three preliminary models with my assortment of cereal boxes, contact lens boxes, and milk carton boxes scavenged from the supermarket near my hall.

The Task

I also got my word – XYZ-Axis. Honestly, I was super stuck on where to start (っ˘̩╭╮˘̩)っ I told myself to keep calm and work through the word, though.

The first thing that popped into my head, was maths – more specifically, vectors, a topic I had to do in Junior College. The XYZ-Axis, to me, are very stable: they help me place points on a plane and understand what a vector looks like. They are always reliable when you start doing a vectors question.

My approach

Even though the task required us only to have the D, SD and SO be clear from 4 out of 6 angles, I thought about how the axises don’t change no matter what, no matter how u could rotate a model (or how you do a vectors question), and decided to take it as a personal challenge to have my D, SD and SO be clear from all of the 6 views – like the XYZ-Axis: constant and never changing.

Initial investigation and 2D sketch models: Process Part 1

[3D] My interesting earring

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Laying Down The Fundamentals (ﾉ´ヮ`)ﾉ*: ･ﾟ

In our first class, we learnt about the Dominant (D), Subdominant (SD), and the Subordinate (SO). We are asked to bring along an interesting 3D object, and we discussed some of them in class.

Here’s my object, one of my favorite earrings. (Excuse the fingernails, I was painting beforehand).

My 2D sketch analysis:ll

We also learnt about some design principles, such as proportion, symmetry, and texture, as well as finishes, opacity, mass and voids, and how all these affect the viewer’s visual experience.

It’s gold in color throughout, hence the identification of the dominant, subdominant and subordinate was wholly dependent on the sizes of the parts relative to one another. The rule of thirds is also reflected in the lengths of the dominant and subdominant.

We also learned about the Gestalt principle in the second lesson, where my earring was used as an example to show how the individual rectilinear volumes in the dominant make up the overall shape.

It was a fun start to the module! ٩(◕‿◕｡)۶