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11:26 PM, Tuesday October 6th 2020

Congratulations on completing the 250 Box Challenge!

You did a really good job on the challenge overall and I can see that you made a lot of improvement with your mark making skills. When I compare your early boxes with your final sets I can see that you gain a lot more control and confidence with your mark making. Your extra line weight becomes more subtle and blends more seamlessly with the original mark. You also do a better job of getting your sets of parallel lines to converge more consistently towards their shared vanishing points!

While your convergences do improve overall I think this diagram will help you further develop that skill as you continue through Drawabox. So, when you are looking at your sets of lines you want to be focusing only on the lines that share a vanishing point. This does not include lines that share a corner or a plane, only lines that converge towards the same vanishing point. Now when you think of those lines, including those that have not been drawn, you can think about the angles from which they leave the vanishing point. Usually the middle lines have a small angle between them, and this angle will become negligible by the time they reach the box. This can serve as a useful hint.

Congrats again and good luck with lesson 2!

Next Steps:

Continue to lesson 2!

This critique marks this lesson as complete.
10:48 PM, Thursday October 8th 2020

Thank you

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The Science of Deciding What You Should Draw

The Science of Deciding What You Should Draw

Right from when students hit the 50% rule early on in Lesson 0, they ask the same question - "What am I supposed to draw?"

It's not magic. We're made to think that when someone just whips off interesting things to draw, that they're gifted in a way that we are not. The problem isn't that we don't have ideas - it's that the ideas we have are so vague, they feel like nothing at all. In this course, we're going to look at how we can explore, pursue, and develop those fuzzy notions into something more concrete.

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