Hello Beckerito, hope you’re doing well! Guess you get me critiquing your work again :D

Starting with your form intersections your work is very well done. Your lines are smooth and confident and you’re demonstrating good spacial reasoning skills with your intersections themselves. I don’t have a great deal to offer in terms of corrections here but I feel like perhaps a shallower curve might be more natural for this cylinder-box intersection https://imgur.com/a/7WAlNil

Moving on you your object constructions, your work is by and large very well done. I can see you’ve dedicated a great deal of time and effort to sticking to the principles of this lesson which is a focus on the concept of precision. Prior to this lesson, through lessons 3-5, we operate through reaction. That is, we put our forms down, and if a form ends up longer or shorter than intended, that's fine - we just build upon what we've laid down, but it means that there's not a lot of pre-planning going on, we're continually responding to how things turn out, and in that sense, we end up working without a lot of precision.

Precision is often conflated with accuracy, but they're actually two different things (at least insofar as Comfy uses the terms here). Where accuracy speaks to how close you were to executing the mark you intended to, precision actually has nothing to do with putting the mark down on the page. It's about the steps you take beforehand to declare those intentions.

So for example, if we look at the ghosting method, when going through the planning phase of a straight line, we can place a start/end point down. This increases the precision of our drawing, by declaring what we intend to do. From there the mark may miss those points, or it may nail them, it may overshoot, or whatever else - but prior to any of that, we have declared our intent, explaining our thought process, and in so doing, ensuring that we ourselves are acting on that clearly defined intent, rather than just putting marks down and then figuring things out as we go.

In our constructions here, we build up precision primarily through the use of the subdivisions. These allow us to meaningfully study the proportions of our intended object in two dimensions with an orthographic study, then apply those same proportions to the object in three dimensions.

You’ve done a good job of using subdivisions to plan out your objects precisely ahead of time, but I do have a couple of suggestions/ criticisms for how you could make some of them a bit better.

My first point is for your objects that consist of a main body with a a handle. For objects 1, 2 and 4 you appear to have drawn them as two separate pieces without defining how they fit together. Part of the exercise is understanding how the objects exist in 3d space and connecting the pieces together is an important part of that puzzle. I believe that is one of the reasons Comfy has students do a whole bunch of form intersection pages at the start of this lesson. I’ve made an attempt to define the intersections on your decanter(?) construction here https://imgur.com/a/yvnyD0e to show you what I’m talking about. Though I confess I had to fudge it a bit. It looks like the handle is aligned to the same vanishing points as your bounding box but constructed on the left of the centre line instead of symmetrically over it.

You did a much better job of defining the attachment of the handle on object 5 (I’m guessing because the top was flat so the intersections were more straightforward) and also with object 8, after you’d had a bit more practice, so I do think you’re heading in the right direction.

It looks like the object that gave you the most trouble was the shoe (number 7) and I can understand why. Shoes are very challenging objects to undertake with these methods, they have a lot of complex curves. You did a lot of things really well, and I think I aught to congratulate you for pushing through and finishing your construction! (I did a shoe for lesson 6 too and nearly had an aneurysm in the process) You've gone above and beyond what is necessary for this lesson, so the following is supposed to be possible tips to help if you wanted to try something similar again, not negative rant. There are a couple of things that struck me as off and I’ve tried to mark them up here https://imgur.com/a/qZor6Cy the area marked 1- it looks like you planned out the width of the toe on the bottom plane of the bounding box (the green lines) then arbitrarily extended the shoe beyond that (the area with the red hatching) and to me it reads as the toe of the shoe is wedged up into the far corner of the box?

The second point is that it looks like you intentionally plotted a key point for the top of your shoe (left red dot) and instead of mirroring it (green lines) to a point at the same width on the far side, you put a point on the edge of the bounding box instead. Please forgive me if either of these points are untrue, I am just trying to deconstruct what I see.

For objects with such a high amount of complexity I think the best method would be to make orthographic studies first and then project them into your box using the methods shown in the computer mouse demo. If this is what you did and it’s just on a separate piece of paper that you didn’t submit, that’s great, just wanted to mention it in case you didn’t. Either way, I think something that would help you is to draw through your forms wherever possible. You can see in this section of the mouse demo https://drawabox.com/lesson/6/4/step5 that Comfy draws a lot of hidden parts to help him understand how what he is drawing exists in 3d space. Another example with my shoe here https://i.imgur.com/gZW6ywo.jpg drawing the top and bottom of the sole and the central axis in their entirety before drawing the actual shoe helped a lot.

I noticed that you’re freehanding your ellipses in this lesson. You’re doing a good job with them, but I want to make sure you’re aware that the use of an ellipse guide is encouraged for lesson 6,7 and the wheel challenge. It’s not such a big deal in lesson 6, but picking up a “master ellipse” template (one of the cheap single sheet ones) may save you a lot of unnecessary suffering in 25 wheels and lesson 7, so look into that, if you can.

Anyway, your work here is really well done and I’m looking forward to seeing what you do in the last two sections of the course.