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tofood, try doing this with a pencil and paper. You'll get a much better feel than a computer drawing program can give you.
For this one, you'd want to:
Draw a square- easy enough.
Make a vanishing point - Just put a dot somewhere outside the square.
Perspective lines - Draw faint lines to connect the two or three corners closest to the vanishing point to the vanishing point itself.
Finish the cube - Say the vanishing point is above and to the right of the square. Start at the bottom right corner, darken the diagonal line a short way. Now draw a line straight up until you hit the middle diagonal. Now draw a horizontal line left until you hit the third diagonal. Follow that diagonal back.
Play around with the depth so that it "feels" like a cube.
Now to make series of cubes and then move into other perspectives.
Not everyone is going to be an Engineer.... But how many Engineers are great orators and business persons?
While this site does attract many that likely do have the capability to envision and apply dimensional reasoning that doesn't mean that everyone does. Being a maker of physical objects kinda requires some spatial reasoning.
Hell it was a big deal when artwork started to have perspective (perhaps indicating a huge jump in human development?).
In any case.... What was drawn here is called an oblique view. That is, the most foreword part is not distorted and is perpendicular to the viewing plane. A oblique "3-D" house for example looks a little funny (but a 30-60 perspective would fix that).
The best comparison is to those with perfect pitch (can you differentiate the difference between C sharp and C?)... In the United States, about 1 in 100 have it. You can not hand someone a tuning fork and tell them "figure out how to have perfect pitch." It's just not in the cards - after all, that's why people like me use a tuner to stay in pitch ;)
Of everyone that has responded thus far, Kiteman is spot on -- He's teaching kids that are right in the middle of this type of brain development. That's the time when environment is going to play a role - to what extent is still being studied but seems to be significant.
As an anecdote on development.... My earliest recollection of my surroundings was in the rocket garden at the Kennedy Space Center.... Perhaps that's why I choose my major and enjoy sciences :)
There was a time when my brother could not do this. But not for the same reason as I have posted. He is very intelligent (we had IQ tests, but my parents won't say what any of our scores are -- and now, I don't care to know because it doesn't matter; I know my personal capabilities and that's good enough for me). But, he has a form of dysgraphia related to spatial dysgraphia that was not caused by trauma.
Imagine being able to think -- but misfiring when it comes to written communication while having normal motor skills/control. Not only are you labeled (socially) as an idiot but you're likely to be misdiagnosed unless you get the right testing. There's no cure, but once you're diagnosed, you can learn (over a long long time) to gain control. And if you're not diagnosed and don't receive the proper concessions to learn... it's likely you won't and you will fall through the cracks of society (which almost happened with my brother if not for my family's intervention with what the school system was doing).
It's been nearly 10 years since he was diagnosed (he's also ADHD - common for people with dysgraphia) and he's doing well. So I say all of this with first hand experience when someone (unknowing teacher) tells someone else that doesn't have the capability: Just draw a cube - it's just not going to happen.
To reiterate, it is no reflection of intelligence. Where we lack in one skill, we make up with others. And in the case of my brother, it's very common to have a high IQ and also have dysgraphia.