ASSIGNMENT 16: BROWNSTONE ELEVATION(S)
DEMO(S):
1. No demos are typically scheduled at this point.
REVIEW:
No reviews are typically scheduled at this point.
LECTURE / DISCUSSION:
We have no formal lectures at this point, but do discuss individually or in small groups some consideration as students begin on the Elevation. We LOVE this drawing – a final opportunity for students to both consolidate the basic commands as well as apply the commands according to their own strategies and decision making processes. As part of those decision, one of the most important is the assignment of Colors/Lineweights as students must now decide on their won, the appropriate Lineweight for the entities they are creating.
While most practices would suggest blocking out the Elevation before beginning on the Windows, you may wish, for the interest for the exercise, to have students do the windows first.
We create the Elevation in a separate file, “mentally reinforcing” the relationships between Plan and Elevation dimensions. You may your students to “project” the Elevation directly from Plan view. We do this in the next course.
We do a quick run-through with students as they come on line with this assignment, reminding them of the Multiple Copy, Polar Array and Mirror commands – as well as the basic strategies used when creating the window in Assignment 2 and locating Windows for Multiple Copy in Assignment 13.
We also tell them that many dimensions will be left to their own interpolation – that they should look at “what’s there” and then decide on what many of the smaller dimensions might be.
PROCESS:
Students typically work their way through these exercises on their own – we more or less trouble shoot here, answering basic questions about the examples more so than questions about the actual drawing processes.
Blocking out the radii for the upper pointed arch windows is sometimes a sticking point. We typically suggest that students lay in the Center Point for the arc, a vertical Centerline of the Window, and then draw a Circle, dragging it to the appropriate upper endpoint of the frame. Then Trim. There may be a small discrepancy in frame widths at the arced portions, depending on whether the frame is built through the Offset command or by drawing concentric arcs from the center point. We don’t worry about which option the students select, though we typically have a “discussion” with them about this point.
The vousoirs at the upper window and lower tower opening can be built using the Array command – make sure that students build the first component of the Array from the Center Point of the Arc. We suggest that they actually draw a line from the Center Point through the two Arc boundaries, and then Trim to isolate the source for the Array. Typically, if they build from the lower left region, the Rotation will need to be entered as a negative direction – we like that experience.
The vousoirs at the upper tower opening won’t build with the Array because of the Arcs’ different radii. We suggest that the students build the horizontal masonry courses first, then draw lines from the inner arc’s center to points of intersection on the outer arc.
You may want to have students insert their Door from Assignment one and adjust the size using the Stretch command or adjust the size through the x and y scaling options at the Insert Dialog Box.
For additional, extra work, we have students complete all four Elevations, interpolating what the remaining three from the Plans and Front Elevation.
WHAT TO WATCH FOR:
Make sure that Colors are adjusted on windows, modillions, etc., prior to Array, Copy, Multiple Copy, and Mirror.
PLOTTING:
This is a good looking plot – again check for proper Lineweights. We expect ALL the Brownstone Plots to be Portfolio worthy.
We typically have students Plot several versions – Upper and Lower Levels together on one sheet 36x24 (1/4”-1’-0”) and 17x11; Upper and Lower levels separately on 36x24 and 17x11 sheets; the Elevation(s) on its own sheet 36x24 and 17x11 etc.
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