Photostudio lighting teaching aid

Abstract

The utility model discloses a photostudio lighting teaching aid. Comprising a first node, a second node, a third node and a fourth node, and the first ring is provided with a plane; the first semicircular ring and the second semicircular ring are arranged on one side of the plane, the two ends of the first semicircular ring are connected to the first node and the third node respectively, and the two ends of the second semicircular ring are connected to the second node and the fourth node respectively; wherein a first projection line of the first semicircular ring in the normal direction of the plane and a second projection line of the second semicircular ring in the normal direction of the plane are perpendicular to each other; moreover, a first connecting rod and a second connecting rod are respectively arranged at the first projection line and the second projection line; and a reflector is arranged at the perpendicular foot of the first projection line and the second projection line. According to the utility model, the understanding of students on the irradiation relation between light and an object (light receiving surface) can be deepened by using real objects.

Description

Technical Field

[0001] The utility model relates to the technical field of studio lighting teaching aids, in particular to a studio lighting teaching aid. Background Art

[0002] When an object (light-receiving surface) receives light from different directions, it will produce different light pressures on the object and vision. There are three types of illumination relationships between light and objects (light-receiving surfaces): outgoing light (front light), normal light, and incoming light (back light).

[0003] The inventor found in actual photography teaching that many students do not have a deep understanding of outgoing light (front light), normal light, and incoming light (backlight). Traditional video teaching materials or renderings make it difficult for students to understand the relationship between light and objects (illuminated surfaces), and the actual setting of lighting conditions is time-consuming and laborious. Utility Model Content

[0004] In view of this, the purpose of the utility model is to provide a studio lighting teaching aid, which can use real objects to deepen students' understanding of the irradiation relationship between light and objects (light-receiving surfaces).

[0005] According to one aspect of the utility model, a studio lighting teaching aid is provided, comprising: a first circular ring including a first node, a second node, a third node, and a fourth node, the first circular ring having a plane; and

[0006] A first semicircular ring and a second semicircular ring are arranged on one side of the plane, wherein two ends of the first semicircular ring are respectively connected to the first node and the third node, and two ends of the second semicircular ring are respectively connected to the second node and the fourth node;

[0007] Wherein, a first projection line of the first semicircular ring in the normal direction of the plane and a second projection line of the second semicircular ring in the normal direction of the plane are perpendicular to each other; and,

[0008] A first connecting rod and a second connecting rod are respectively arranged at the first projection line and the second projection line; and,

[0009] A reflector is disposed at the foot of the first projection line and the second projection line.

[0010] In the above technical solution, a three-dimensional hemispherical geometry is constructed by several circular rings, and a reflector is placed at the center of the collection. With the laser pen, the illumination of the laser pen to the reflector of the teaching aid can be controlled to vividly illustrate the illumination relationship between light and the object (light-receiving surface). This method can not only show students the illumination relationship between light and the object (light-receiving surface) in the form of a real object, but also avoid the time-consuming and laborious problem of actually setting up lighting conditions. At the same time, as a commonly used equipment in classroom education, the laser pen is easy to use.

[0011] In some embodiments, a plurality of angle scale lines are provided on the surface of the first circular ring.

[0012] In the above technical solution, a number of angle scale lines are arranged on the surface of the first circular ring, which is beneficial for students to understand the incident and exiting relationship of light and shadow on the plane during practical operation, and deepen the impression of the relationship between light and object (illuminated surface) irradiation.

[0013] In some embodiments, a plurality of angle scale lines are provided on the surfaces of the first semicircular ring and the second semicircular ring.

[0014] In the above technical solution, a number of angle scale lines are arranged on the surfaces of the first semicircular ring and the second semicircular ring, which is beneficial for students to understand the incident and exiting relationships of light and shadow in space during practical operation, and deepen their impression of the relationship between light and objects (illuminated surface).

[0015] In some embodiments, the first projection line or the second projection line is used as an axis to divide two sides of the teaching aid into a light-going side and a light-incoming side;

[0016] Among them, the teaching aids on the light-facing side are sprayed with blue paint; and the teaching aids on the light-facing side are sprayed with red paint.

[0017] In the above technical solution, outgoing light and incoming light are distinguished by color, which helps students understand the incident and exiting relationships of light and shadow under three-dimensional geometric relationships during practical operations, and deepens their impression of the relationship between light and objects (illuminated surfaces).

[0018] In some embodiments, the reflective surface of the reflector overlaps with the plane, and the shape of the reflective surface is a non-circular shape, and the non-circular shape is selected from the group consisting of triangle, square, pentagon, hexagon, heptagon, octagon, nonagon and decagon.

[0019] In the above technical solution, there are many modes of using light in photography, such as Rembrandt light, butterfly light, and crocodile light. By setting different reflective surface shapes, students can understand how to set different light application modes. For example, by using the relationship between polygonal surfaces, students can understand the incident and exit relationships of light and shadow when light is incident from different sides, and deepen their impression of the relationship between light and objects (light-receiving surfaces).

[0020] In some embodiments, a reflective surface of the reflector overlaps with the plane, and a shape of the reflective surface is circular.

[0021] In the above technical solution, as an optional embodiment relative to the previous embodiment, it is convenient to meet different teaching needs.

[0022] In some embodiments, a plurality of scales are provided on the edge of the reflective surface.

[0023] In the above technical solution, the scale can be a size scale or an angle scale, which is convenient for controlling the spatial relationship of the incident light.

[0024] In some embodiments, a center mark is set at the center of the reflective surface.

[0025] In the above technical solution, the purpose of setting the center mark is to make the incident light focus on the center of the reflector and determine the relationship between the incident and the emitted light.

[0026] In some embodiments, a second circular ring is disposed at the contact point between the first semicircular ring and the second semicircular ring.

[0027] In the above technical solution, in order to better reflect the spatial relationship of the normal light, a second ring is provided at the contact point to facilitate irradiation of the normal light from directly above the reflector. BRIEF DESCRIPTION OF THE DRAWINGS

[0028] In order to more clearly illustrate the embodiments of the utility model or the technical solutions in the prior art, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the utility model. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0029] Figure 1 It is a three-dimensional structural schematic diagram of an embodiment of a studio lighting teaching aid of the utility model;

[0030] Figure 2 It is a schematic top view of the structure of an embodiment of a studio lighting teaching aid of the utility model;

[0031] Figure 3 It is a schematic diagram of an example of an outgoing light side A and an incoming light side B of an embodiment of a studio lighting teaching aid of the utility model;

[0032] Figure 4 This is a schematic diagram of an optional example of a reflector of an embodiment of a studio lighting teaching aid of the utility model;

[0033] Figure 5 The utility model is a schematic diagram of an optional example of a second ring of an embodiment of a studio lighting teaching aid of the utility model. DETAILED DESCRIPTION

[0034] The present invention is further described in detail below in conjunction with the accompanying drawings and embodiments. It is particularly noted that the following embodiments are only used to illustrate the present invention, but do not limit the scope of the present invention. Similarly, the following embodiments are only partial embodiments of the present invention rather than all embodiments. All other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0035] The utility model provides a studio lighting teaching aid, which can deepen students' understanding of the irradiation relationship between light and an object (light-receiving surface) by using a real object.

[0036] Embodiment 1

[0037] See also Figure 1 , Figure 2 A studio lighting teaching aid, comprising: a first circular ring 1 including a first node 11, a second node 12, a third node 13, and a fourth node 14, wherein the first circular ring 1 has a plane (not shown in the figure); and

[0038] A first semicircular ring 2 and a second semicircular ring 3 are arranged on one side of the plane, wherein two ends of the first semicircular ring 2 are respectively connected to a first node 11 and a third node 13, and two ends of the second semicircular ring 3 are respectively connected to a second node 12 and a fourth node 14;

[0039] Wherein, a first projection line X of the first semicircular ring 2 in the normal direction of the plane and a second projection line Y of the second semicircular ring 3 in the normal direction of the plane are perpendicular to each other; and,

[0040] A first connecting rod 4 and a second connecting rod 5 are respectively provided at the first projection line X and the second projection line Y; and,

[0041] A reflector 6 is disposed at the foot of the first projection line and the second projection line.

[0042] In this embodiment, a three-dimensional hemispherical geometry is constructed by several circular rings, and a reflector is placed at the center of the collection. With the laser pen, the illumination of the laser pen to the reflector of the teaching aid can be controlled to vividly illustrate the illumination relationship between light and the object (light-receiving surface). In this way, the illumination relationship between light and the object (light-receiving surface) can be demonstrated to students in the form of a real object, and the time-consuming and laborious problem of actually setting up lighting conditions can be avoided. At the same time, as a commonly used equipment in classroom education, the laser pen is easy to use.

[0043] In this example, see Figure 1, the surface of the first ring 1 is provided with a plurality of angle scale lines 15. The surface of the first ring is provided with a plurality of angle scale lines, which is beneficial for students to understand the incident relationship and the outgoing relationship of light and shadow on the plane during the practical operation, and deepen the impression of the relationship between light and object (light receiving surface) irradiation.

[0044] In this example, see Figure 1 The first semicircular ring 2 and the second semicircular ring 3 are provided with a plurality of angle scale lines 21 and 31 on their surfaces. The first semicircular ring and the second semicircular ring are provided with a plurality of angle scale lines on their surfaces, which is beneficial for students to understand the incident and exiting relationship of light and shadow in space during the practical operation, and deepen their impression of the relationship between light and object (light-receiving surface) irradiation.

[0045] In this example, see Figure 3 , taking the first projection line X (or the second projection line Y) as the axis, the two sides of the teaching aid are divided into the outgoing light side A and the incoming light side B; wherein, the teaching aid on the outgoing light side A is sprayed with blue paint; the teaching aid on the incoming light side B is sprayed with red paint. Distinguishing the outgoing light and the incoming light by color is helpful for students to understand the incident and exiting relationship of light and shadow under the three-dimensional geometric relationship during the practical operation, and deepen the impression of the illumination relationship between light and objects (light-receiving surface).

[0046] In this embodiment, the reflective surface of the reflector 6 overlaps with the plane, and the shape of the reflective surface is a non-circular shape, and the non-circular shape is selected from the group consisting of a triangle, a square, a pentagon, a hexagon, a heptagon, an octagon, a nonagon and a decagon. There are many light application modes in photography, such as Rembrandt light, butterfly light, and crocodile light. By setting different reflective surface shapes, students can understand how to set different light application modes. For example, by using the relationship between the faces of the polygon, understand the incident relationship and the emission relationship of light and shadow when light is incident on different sides, and deepen the impression of the relationship between light and the object (light-receiving surface).

[0047] As an alternative embodiment, see Figure 4 The reflecting surface of the reflector overlaps with the plane, and the reflecting surface is circular, so as to meet different teaching needs.

[0048] In this example, see Figure 1 The edge of the reflecting surface is provided with a plurality of scales 61. The scales can be either size scales or angle scales, so as to facilitate the control of the spatial relationship of the incident light.

[0049] In this embodiment, a center mark 62 is provided at the center of the reflective surface. The purpose of providing the center mark is to facilitate the incident light to be aligned with the center of the reflector and determine the relationship between the incident and the emitted light.

[0050] As an alternative embodiment, see Figure 5 A second ring 7 is provided at the contact point between the first semicircular ring 2 and the second semicircular ring 3. In order to better reflect the spatial relationship of the normal light, a second ring is provided at the contact point to facilitate irradiation of the normal light from directly above the reflector.

[0051] The utility model constructs a three-dimensional hemispherical geometry through several circular rings, and places a reflector at the center of the collection. With the laser pen, the laser pen can be controlled to irradiate the reflector of the teaching aid, thereby vividly illustrating the irradiation relationship between light and the object (light-receiving surface). In this way, the irradiation relationship between light and the object (light-receiving surface) can be demonstrated to students in the form of a real object, and the problem of actually building lighting conditions is time-consuming and laborious can be avoided. At the same time, as a commonly used equipment in classroom education, the laser pen is easy to use.

[0052] The above descriptions are only some embodiments of the present invention, and do not limit the protection scope of the present invention. Any equivalent device or equivalent process transformation made using the contents of the present invention specification and drawings, or directly or indirectly used in other related technical fields, are also included in the patent protection scope of the present invention.

Claims

1. A studio lighting teaching aid, characterized in that: include: A first circular ring including a first node, a second node, a third node, and a fourth node, wherein the first circular ring has a plane; and A first semicircular ring and a second semicircular ring are arranged on one side of the plane, wherein two ends of the first semicircular ring are respectively connected to the first node and the third node, and two ends of the second semicircular ring are respectively connected to the second node and the fourth node; Wherein, a first projection line of the first semicircular ring in the normal direction of the plane and a second projection line of the second semicircular ring in the normal direction of the plane are perpendicular to each other; and, A first connecting rod and a second connecting rod are respectively arranged at the first projection line and the second projection line; and a reflector is arranged at the foot of the first projection line and the second projection line.

2. A studio lighting teaching aid as claimed in claim 1, characterized in that: A plurality of angle scale lines are arranged on the surface of the first circular ring.

3. A studio lighting teaching aid as claimed in claim 1, characterized in that: A plurality of angle scale lines are arranged on the surfaces of the first semicircular ring and the second semicircular ring.

4. A studio lighting teaching aid as claimed in claim 1, characterized in that: Taking the first projection line or the second projection line as the axis, the two sides of the teaching aid are divided into the outgoing light side and the incoming light side; Among them, the teaching aids on the light-facing side are sprayed with blue paint; and the teaching aids on the light-facing side are sprayed with red paint.

5. The studio lighting teaching aid according to claim 1, characterized in that: A reflecting surface of the reflector overlaps with the plane, and a shape of the reflecting surface is a non-circular shape selected from the group consisting of a triangle, a square, a pentagon, a hexagon, a heptagon, an octagon, a nonagon, and a decagon.

6. A studio lighting teaching aid as claimed in claim 1, characterized in that: The reflective surface of the reflector overlaps with the plane, and the reflective surface is circular.

7. A studio lighting teaching aid as claimed in claim 5 or 6, characterized in that: A plurality of scales are arranged on the edge of the reflecting surface.

8. A studio lighting teaching aid as claimed in claim 5 or 6, characterized in that: A center mark is arranged at the center of the reflecting surface.

9. The studio lighting teaching aid according to claim 1, characterized in that: A second circular ring is arranged at the contact point between the first semicircular ring and the second semicircular ring.

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