Rapid Viz, Third Edition A New Method for the Rapid Visualitzation of Ideas.pdf
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1、Rapid Viz,Third EditionA New Method for the Rapid Visualization of IdeasKurt Hanks&Larry Belliston 2006 by Thomson Course Technology,a division of Thomson Learning Inc.All rights reserved.Nopart of this book may be reproduced or transmitted in any form or by any means,electronic ormechanical,includi
2、ng photocopying,recording,or by any information storage or retrieval systemwithout written permission from Thomson Course Technology PTR,except for the inclusion of briefquotations in a review.The Thomson Course Technology PTR logo and related trade dress are trademarks of ThomsonCourse Technology a
3、nd may not be used without written permission.All trademarks are the property of their respective owners.Sources for the illustrations accompanied by subscript numbers are listed in the Credits at the back ofthis book.Important:Thomson Course Technology PTR cannot provide software support.Please con
4、tact theappropriate software manufacturers technical support line or Web site for assistance.Thomson Course Technology PTR and the author have attempted throughout this book to distinguishproprietary trademarks from descriptive terms by following the capitalization style used by themanufacturer.Info
5、rmation contained in this book has been obtained by Thomson Course Technology PTR fromsources believed to be reliable.However,because of the possibility of human or mechanical error byour sources,Thomson Course Technology PTR,or others,the Publisher does not guarantee theaccuracy,adequacy,or complet
6、eness of any information and is not responsible for any errors oromissions or the results obtained from use of such information.Readers should be particularly awareof the fact that the Internet is an ever-changing entity.Some facts may have changed since this bookwent to press.Educational facilities
7、,companies,and organizations interested in multiple copies or licensing of thisbook should contact the publisher for quantity discount information.Training manuals,CD-ROMs,and portions of this book are also available individually or can be tailored for specific needs.ISBN:1-59863-268-XLibrary of Con
8、gress Catalog Card Number:2006900546Printed in the United States of America06 07 08 09 10 PH 10 9 8 7 6 5 4 3 2 1Thomson Course Technology PTR,a division of Thomson Learning Inc.25 Thomson PlaceBoston,MA 02210http:/Publisher and General Manager,Thomson Course Technology PTR:Stacy L.HiquetAssociate D
9、irector of Marketing:Sarah ODonnellManager of Editorial Services:Heather TalbotMarketing Manager:Heather HurleyAcquisitions Editor:Mitzi KoontzMarketing Coordinator:Jordan CaseyProject and Copy Editor:Sandi WilsonPTR Editorial ServicesCoordinator:Elizabeth FurbishInterior Layout Tech:Bill HartmanCov
10、er Designer:Mike TanamachiProofreader:Sara GullionSpecial Consultant:Michael V.LeeVisualizers:David Bartholomew,Scott Bevan,Carl Haynie,Becky Miller,Stan SerrContentsIntroductionRapid VizNot Another Drawing Book .1Chapter 1Perspective.15Chapter 2Rapid Indication.99Chapter 3The Visualization Process.
11、123Chapter 4Graphic Expression .143Chapter 5Graphic Creation .153Chapter 6Learning with Visuals .169Appendix AAdditional Exercises.179Appendix BSuggested Readings.197Credits .199This page intentionally left blank 1When I mentioned to anarchitect friend of minethat I was thinking ofwriting a book on
12、drawing he juststared at me.Then he bellowed withhands waving in the air,“All we needis another drawing book.Why youcould fill this room with those kindsof books.There are thousands ofthem covering everything you couldpossibly want to know about draw-ing.”Then he pointedly asked,“Whyon earth would y
13、ou want to doanother?”It is a good question.Why would Iwant to do another?The answercomes from personal experience.Itinvolves my own development;I wantto explain to you what I feel drawing,thinking,and visualizing are allabout.My visual education began later in lifethan it does for most people.It be
14、ganwhen I was in college.My only previ-ous exposure was doodling on scrapsof paper,around the borders ofEnglish themes,on the pages of thephone book,and other such randomplaces.In college,I floated aroundvarious majors and finally landed indesign.In that college you had tolearn to draw if you wanted
15、 to getyour ideas across.Drawing was some-thing you were made to learnsome-thing you had to go through and getover like chicken pox.And so I did it.After taking several classes,puttingforth considerable effort,and fillinginnumerable waste baskets with dis-carded drawings,I finally reached anacceptab
16、le level of proficiency.But thewhole education process seemed toolong and too involved and too filledwith unnecessary and inefficientteaching for what I finally gained.Rapid VizNot AnotherDrawing BookIntroductionRapid Viz Third Edition2I realized,however,that somethingelse had happened along the way
17、.Yes,I had learned to draw,but moreimportantly,I learned to think.Mywhole method of thinking underwenta complete metamorphosis.I began tosee the world more clearly.As myhand sketched the lines,my mindrevealed a whole new method ofthinking that I had not known before.Being able to visualize things ga
18、ve mea tool that I could use in all facets oflife.What happened to my mind wasmuch more important than thesketches I produced.Learning to use pen and paper hadthus revealed talents I didnt know Ihad.Not the great talents of a fineartist in the traditional sense that youmight expect,but I had discove
19、red theimportant,practical ability to visual-ize.I gained the ability to picturesomething mentally,and then quicklyconvert those thoughts into visualreality on a piece of paper.I could naildown my ideas on a sheet of paper.I realized that converting these ideashad to be a rapid process taking aminim
20、um amount of time,trouble,and work.An idea is a very delicateand fleeting thing and if it is notquickly crystallized into reality,it justslips away never to be found again.Arapid conversion from thought topaper is critical.I found myself asking the questions:Can this new-found skill be taught toothe
21、rs?And can it be done without allthe hassle,redundancy,and expensethat I had gone through in my owneducation?As so often happens in life,I foundmyself regretting my former criti-cisms of teachers as I became ateacher.In a classroom situation Ibegan to challenge students to learnthe kind of drawing t
22、hat had becomesuch a valuable asset in my life.For the next couple of years,my stu-dents and I developed a method thatworked.The students helped mereduce drawing to the essentials.Instead of a fine art approach,wedeveloped a simplified approach todrawing that people can use for think-ing,learning,an
23、d communicating.1This book is an outgrowth of class-room teaching.By trial and error wediscovered the best teachingapproach.I hope that you,too,willgain by the experience many studentswent through to develop this con-densed teaching approach.Earlier Education CanHamper Our ThinkingThrough my teachin
24、g I found thatoften the less you know about draw-ing the better off you are when learn-ing to visualize.The less you know,the fewer preconceived ideas you haveabout drawing and visualizing.Youhave an advantage in that you do nothave to unlearn what you alreadyknow.I can remember one class inparticul
25、ar in which I had two separategroups:one made up of architectureand landscape architecture studentswho had a lot of previous drawingexperience,and another made up ofbeginning interior design studentswho had no experience(they had noidea what a“T square”was).At firstthe experienced group excelled ove
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