Much as I understand the inclination to judge your own work, it's important to understand the reason behind why we don't ask students to act on those feelings. It's not just a matter of "no redos mean no redos" - it's because students aren't equipped with the understanding of which aspects of the task you just completed are important, which parts one would be expected to grasp right now, and which parts are expected to require more practice, and to gradually manifest over time. Don't forget that. We each have our role to play here, but in commenting on whether or not you're happy with them, really in giving voice to those baseless thoughts (like on Discord), you are only training your brain to believe that your role extends beyond simply being the student. Being the student can be freeing, if you allow it to be, but while thoughts will enter our minds unbidden, the more we voice those thoughts to others, the more we give them credence and strength.

It's okay to just be a student, and to leave the judgment of those results to others.

Anyway, jumping right into your homework starting with your form intersections, your work here is coming along well. The intersections and the forms are drawn well and all demonstrate a solid grasp of 3D space, although I would advise you to be a little less aggressive with your line weight. I can see that you are approaching line weight as a localized addition, which is correct, but as shown here, there are still areas (usually along the intersection lines themselves) where you had a fair bit of weight in areas that did not clarify overlaps. You can find more information on this use of line weight in the video from this section of Lesson 1 (you may not have seen it, as it's part of the more recent updates).

Continuing onto your cylinders in boxes, you're continuing to apply the instructions well. I can see some small gaps between the edges of some of your planes and the ellipses inside of them, but it's clear that your intent is to get them as close to touching as you can, so you're all good there.

Carrying onto the form intersection vehicles, this exercise is a pretty simple and straight forward one, but often times students get a little confused by its simplicity and end up overthinking it. I'm pleased to see that you didn't fall into that category, avoided overthinking it, and simply did what was asked. While it's not especially demanding compared to everything else we tackle throughout the rest of this lesson, it helps to serve as a reminder that at the end of the day, we're not just creating a forest of lines and connecting them together at the very end to suddenly produce a final product. Ultimately what we're doing here isn't any different from how we tackled the other lessons. We may be using additional tools to help with the proportions of our final results, but ultimately we are still building up simple structures and gradually refining them in stages to build up complexity.

And finally, what we've all been waiting for: your vehicle constructions. Honestly, your work is pretty solid. There are some points that I'll touch upon, but overall you're demonstrating the main elements I'm looking for. All of your anxiety, all of your fear, it didn't bring you to a useful estimate of my assessment, did it?

So, as for the couple of points I wanted to offer:

• The first is simply a matter of giving yourself more room on the page, both in terms of your orthographic plans, and some of your constructions (this bike for example came out really tiny). Giving yourself a lot of space gives your brain more resources to think through these spatial problems. It's one of those subtle things that, when we're absorbing a concept, helps to reduce the overall friction we face along the way.

• The second is actually something that, as we go through the set, you already largely address on your own. Towards the beginning, if we look at this Mercedes bus, you did a great job in laying out the orthographic plan's subdivisions to identify a lot of important landmarks, although you ended up estimating the windows. This is a pretty reasonable thing to do all things considered, so I was just going to suggest that one could have factored that into the orthographic plan to further increase the overall precision of the construction. Looking at those constructions that followed though, for the most part you did drill down to a pretty significant breakdown of detail. There were still some things that you'd leave out that I probably would have included - for example, the positioning of the side mirrors on this car - but as a whole, you've done a pretty good job in terms of deciding how far to push those orthographic plans. Just keep in mind that when you're laying down those subdivisions for landmarks, the goal isn't to identify the "correct" proportion which can be pretty daunting if something misses a more comfortable subdivision by a hair, and instead ends up being like 39/50th, which would be nightmarish to pin down. You're deciding where to place that landmark, so you can always make the choice to simplify that to 4/5ths as long as it doesn't interfere with anything else. You likely do already know this, but I wanted to mention it (and point you to where it's addressed a little further here) just in case it was playing a role in your decision making.

Anyway! All in all, very solid work. I'll be marking this lesson as complete, and with it, the entirety of the course. Congratulations!