The purpose of submitting work for critique isn't to impress anyone or to give the impression that you're somehow further along than you actually are. If that were the case - as is implied by what you said about feeling you were behind on the form intersections and then grinding it additionally (something that we have a pretty strong stance against in Lesson 0). Now, if you actually just hadn't kept up with your warmup responsibilities, then that's an entirely different issue - but the appropriate response would not be to disregard one principle we espouse to correct another that wasn't followed. You'd simply correct your approach to warmups going forward, and go through the homework as normal, allowing me to identify any notable issues and assign revisions if I felt they were necessary.

To put it simply: don't try to do my job for me. Nothing wrong with looking at the feedback others have received, but don't use that as any sort of a reason to do anything other than follow the instructions stipulated in the course as closely as you are able. When you do that, it complicates things, and those kinds of things usually require me to spend more time providing feedback.

While I did start noting a few issues on your work (as you'll see here), one problem I ran into pretty quickly was that you're drawing "through" your intersections, which is not what is instructed for this exercise. While I understand that since we ask students to draw through their forms, one might assume that drawing through intersections (that is, drawing the intersections all the way around as though you have x-ray vision) would also be better, but that unfortunately isn't entirely correct (as you'll note that in the demonstrations for the exercise, I only ever draw the visible portion of intersections, with the only exception being cases where an intersection is an ellipse - in which case I'd draw it all the way around to help maintain the ellipsoid curvature).

Drawing through our forms gives us a lot of benefit (it helps us better understand how the forms sit in 3D space, rather than just as shapes on a flat page), and only makes it a little harder to visually parse what we've drawn (something that gets easier with experience, so for those of us providing feedback, it doesn't hinder us at all). Conversely, drawing through intersections doesn't really provide much additional benefit (drawing the visible portion of intersection lines already forces our brains to think through how the intersecting forms sit in space, and how they relate to one another within that 3D space), and doing it on the side that's not visible doesn't actually make it that much more effective. But what it does do is make it much more complicated, which threatens to both reduce how effective the exercise is in helping improve your skills, and it also frankly makes it a pain to critique.

To that point, I think I will be asking for additional pages of your form intersections - not because you're doing especially badly, but because you expressed concerns, and while I didn't find much to be worried about (admittedly I count all of three intersections between flat surfaces - which are the type of intersection that you'd have read me saying we generally expect students to be comfortable with, so I'm unsure why despite that being your worry, the vast majority of your intersections involve curving surfaces), I'm willing to chalk it up this issue making them harder to identify.

But please - going forward, worry less about what I tell other students, and worry more about following the instructions to the letter, at least as closely as you are able.

Continuing onto your object constructions, honestly these are by and large very well done. I am (once again) concerned about something you said in your submission comment, and I'll get to that in a moment, but in terms of your work speaking for itself, you've done a great job. This VGA-DVI adapter does a great job of showing a lot of care being put into your orthographic plans. Admittedly the extreme angle for the actual construction was not the best of choices - assuming this was an object you had on hand, and not just the perspective forced by a reference photo, it seems like you just made the task more difficult than it needed to be (not something I'd recommend - making things more complex just for the hell of it is a great way to give yourself unnecessary distractions and actually focus less on what the lesson actually wants you to be paying attention to). If it was a very extreme reference image, then I'd probably have used your orthographic plan to just construct it in a different orientation, or would have opted for a much simpler reference (but based on what I'm seeing here, I'm fairly certain it's an object you had yourself, and that the angle was a choice).

This remote was also fairly well done, although your choice here to approximate the positioning of the buttons instead of laying them out specifically leads us perfectly into my issue with the last part of your submission comment:

I did utilise eyeballing when precise measurement produced obviously wrong results or when it would get too messy to measure.

For the purposes of this lesson, and in general in this course, this was the wrong choice. It's not the end of the world of course, but when approaching this kind of problem in the future (that is, where you're concerned about the subdivisions being too messy or complicated), you essentially have two options to choose from:

• You either do the full subdivision anyway, or at the very least use mirroring to ensure that the elements are consistent in size and spacing, even if it's not to a particular specification relative to the object as a whole (that being the main difference between mirroring vs. subdivision)

• Or, you leave those elements out entirely

You might be surprised by the second option, and while in the case of these 6 buttons on your remote is probably still within the range I'd hope you'd attempt (it's not a walk in the park, but the only way for it to get easier is to practice it, and Lesson 7 is going to demand way worse of you, with students easily putting hours into each individual construction), ultimately you are in control of how complex you want to make the constructional drawing study you're doing. If you decide it's simply too much to add a particular element or detail, you can always decide not to include it.

This is similar to what's explained here in the orthographic plans section, where I talk about how we can choose to simplify our proportions to make them easier if the problem allows for it with the example of the drawer handle. These are the choices that you make - but the subdivision and what you include in the orthographic plan is about how you work towards executing the choices you've made. Choosing to include something, but then not taking the steps to ensure you do so with precision, is not useful to us.

I put together this demonstration of how you could have handled this problem better. As I mentioned above, not an easy problem, but all it asks of you is patience and care. We set out the margins around our buttons in step 1 and 4, using simple mirroring (so the amount of the margin isn't important in this case, nor is having it match on different axes, but we do want it to be equal and consistent on opposite sides, so the left and right margins should match, and the top/bottom margins should match), then for the inner rectangle we subdivide it into 5ths horizontally and 3rds vertically (using the methodology explained in the archived blog post linked in this section from Lesson 6).

As I noted before, the subdivision required for Lesson 7 goes far beyond this. I don't usually make a habit of having students look at other students' work (it's often a lot less useful than it may seem - another student's journey doesn't say much about yours, and it's easy to draw inaccurate conclusions that way) but I have in the past found sharing veedraws' work helped clarify just how time consuming Lesson 7 can be when done really thoroughly. You can check the timecard she included towards the top of the album.

While she definitely spent way more time than most, easily double, (and frankly it shows in her work), it should help you get a better idea of how much time these last couple of lessons can take to really get all you can from them.

Anyway- your work is largely well done, but I do want to see a few additional pages of form intersections so we can address any issues that may be hiding there before you continue on. You'll find those pages assigned below.