A few attempts at each shape.

I really liked this one, although it really exposed where I struggled to accurately draw the geometric shapes. The hexagons really gave me trouble. The ones I posted were after another page of trying to figure them out. I just watched the second demo video, so I’ll have to give Marshall’s method from that a try. I also wasn’t sure about the labels on some of the xy, us, or xyz lines. For example, I guess if it’s any line in the xy plane it’s an xy line regardless of slope? Just seemed odd when I was labeling lines the met at a 90 degree angle the same thing.

I wasn't sure how to do the little cat ears on the hexagon laying flat on the ground. I ended up just following my intuition and eye-balling it but I feel like the perspective is not really correct.

Crystal clear presentation! Great models too! It is my hope that Marshall will eventually show the relationship between figure drawing and this material. How about it, Marshall?

Interesting assignment!

I had one major doubt while doing this assignment. While I enjoyed figuring out how to construct some of the complicated objects like the hexagon and the airplane wings moving in all directions, I was confused about the labelling of the axes. I do understand the importance of knowing the height, width and depth of a certain object and assigning a name to it and thus increasing our spatial awareness but I do not understand why that labelling needs to remain fixed even if the object tumbles. For example, in the first image, what if I see no. 4 first, then the height and width changes. Then, what is the point of fixing the axes to the object? Rather can't we fix the axes to the space and define the height, width and depth of the object with respect to it? This becomes more confusing with the hexagon as all sides are similar. Once rotated, it is impossible to know which side was what. If we can label the sides with respect to an axes fixed to the ground, it becomes much easier. However, I did the rest of the assignment as instructed (by assuming that the height, width and depth remains fixed to the object and not to space) lest I miss the point of this assignment altogether.

I slowly reviewed the xyz labeling assignment over the past few days. I started with the Hexagon to start with something simple, then decided to challenge myself with the stairs, then the right angled shape, last the slope shape 2. I tested out with the hexagon at different angles to challenge my brain, and then I rewatched the segment on the labeling to get it implanted in my head well. Which I believe truly helped me out with this assignment. This one was quite fun, figuring out which sections of each item the labels were and where to mark them. It felt like a great fun medium-sized level puzzle, which I love, so I was so happy to solve this one. I think I actually learned quite a lot about xyz coordinates a little bit. But would still love some input and thoughts on this progress.

I can see the benefit of simply naming the axis, kind of like why the characters have to shout their skills name out in a fight scene. Having trouble with the spinning table though, The table width is still x axis even when it is pointing toward xz direction if we use the bigger box x- axis as the x axis of the whole?

diagonal line, especially moving in all 3 axes are definitely takes time to figure out accurately, cannot be done without the help of using construction lines. I wonder if eventually we can eyeball/intuitively draw those lines?

My second take on the assignment. This time I rough it and build it from a box first. As you can see in the first one the back plane doesn't really match well the front, on the other two I think I did better by starting from the back planes to the visible front, also I kind of have this problem of not been good in cleaning up my drawings in physical media. Any advice to improve on both these aspects? Also this my be a little late to ask this far in the course, but how would you recommend to get the best out of these lessons as I learn to fall in love with drawing for fun and not just work? I think I'll put the next batch on the other video.

Thank you for the lesson!

Was a fun exercise! I quickly sketched those freehand (except the one horizon line) and repeated the axes like a mantra. That way I got faster and was even reminded on my elementary school math lessons :). Wonderful!

I made a mess. I struggled all week trying to figure it out and then I decided to take a vintage ride down the Gumroad to seek the sage advice of a younger, better looking Marshall. I landed on the last section where he told me to just listen, don't write this down. Maybe this wasn't the lesson, but I consulted Watson. I wasn't sure I was doing the right assignment, but I wasgoing somewhere or no place. I'm still confused, but I had a lot of fun pulling all of my hair out.

Got the room with the turning table done. I could not for the life of me figure how to do it in graph paper. when it doubt lay down some perspective lines.