HW6-ShoeboxRendering - Sketch (render showing the...

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Department of Architecture University of Florida ARC 4620 Environmental Technology 2 Glenn Sweitzer Fall 2003 Bumjun Kim, Youngmin Kwon, Todd Gabbard ` Assignment 6: SHOEBOX LIGHTING RENDERING Due in Lab, Tuesday, October 28, 2003. This assignment will challenge you to compare – through observation and sketching – the impact of direct versus diffuse lighting on the interior surfaces of a shoebox (or facsimile of similar proportion). The apertures will be limited to hinged flaps in the top and at least two sides of the box. Each flap must be able to close (light-tight). The viewing port is to be located in either (small) end of the box (the viewpoint selected is critical to the impression of the scale and lighting impressions of the interior). Each hinged flap may open inward or outward. An upper-wall flap that opens horizontally, for example, could serve as a shade and/or a light shelf in combination with other openings above or below (see example below).
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Unformatted text preview: Sketch (render showing the distribution of lighting on the surfaces) a perspective view of at least three aperture configurations , each under direct (clear sky) and diffuse lighting conditions (if overcast conditions are not available, the diffuse condition may be approximated, for example, by standing under a shade treejust avoid patches of direct light). Each configuration must include at least one top and one side aperture . Submit each pair of renderings (for each aperture configuration) side-by-side on an 8.5 x 11, landscape format. Note on your drawing the solar orientation relative to your viewpoint (for example, 45 degrees west of solar south) for the rendering done under a clear sky. As for a good black and white photograph, your rendered grey scale should extend from black to white (that is, do not be timid and do not render in color)....
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This note was uploaded on 08/27/2011 for the course ARC 4620 taught by Professor Staff during the Fall '08 term at University of Florida.

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