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uv0n0l
|
artfundamentals_train
| 1 |
Perspective is making NO sense for me.... What's up, y'all. Just a few days ago I've gotten to the titular box portion of the course. I gotta say after watching the video twice and reading the article through at least once, I don't understand a damn thing. The biggest problem is I don't understand what I don't understand, iykwim. All that got through my head here is that two lines going to a 'point' (What points? what determines them or the horizon line?) will 'disappear', and that something close should be big(Why?), and something far should be small(??). Two lines 'disappear', what does that mean for the actual object? I finished my 3 frames for the first exercise today, and all I see are 15\~ boxes and a bunch of lines. I don't know what I got out of it, if anything. Like, what do the lines even mean for the object? The lines 'disappear', cool, but what happens to the box? How does the box get smaller, or bigger? Are all the boxes a representation of one single box in different locations? Or a bunch of different boxes? How do I know? I. don't. get. it. meltdown over, someone please send emergency response team (i.e perspective lesson for a embryo cuz you need a few PhDs apparently to understand what's on the DaB page /s)
|
i9m04yl
|
i9l2plg
| 1,653,255,214 | 1,653,240,083 | 5 | 2 |
Here's another cool tutorial: http://theetheringtonbrothers.blogspot.com/2018/02/how-to-think-when-you-draw-horizon.html
|
You might want to find a copy of Perspective Made Easy by Ernest Ralph Norling. It explains perspective in a very easy to understand way. It's easy to find online: https://archive.org/details/PerspectiveMadeEasy
| 1 | 15,131 | 2.5 | ||
uv0n0l
|
artfundamentals_train
| 1 |
Perspective is making NO sense for me.... What's up, y'all. Just a few days ago I've gotten to the titular box portion of the course. I gotta say after watching the video twice and reading the article through at least once, I don't understand a damn thing. The biggest problem is I don't understand what I don't understand, iykwim. All that got through my head here is that two lines going to a 'point' (What points? what determines them or the horizon line?) will 'disappear', and that something close should be big(Why?), and something far should be small(??). Two lines 'disappear', what does that mean for the actual object? I finished my 3 frames for the first exercise today, and all I see are 15\~ boxes and a bunch of lines. I don't know what I got out of it, if anything. Like, what do the lines even mean for the object? The lines 'disappear', cool, but what happens to the box? How does the box get smaller, or bigger? Are all the boxes a representation of one single box in different locations? Or a bunch of different boxes? How do I know? I. don't. get. it. meltdown over, someone please send emergency response team (i.e perspective lesson for a embryo cuz you need a few PhDs apparently to understand what's on the DaB page /s)
|
i9p1107
|
i9l3mov
| 1,653,320,660 | 1,653,240,477 | 4 | 3 |
As someone who was in your shoes a few months ago.. ill say.. your not suppouse to understand anything at first watch/ read you try ur hand at it. Still dont get it or no light bulb moments?. Draw pages of cubes, as i did in the begging to accuire a better understanding. Not just continue to draw tho you must find other videos an take that knowledge then come back to the lesson re watch it an read it again and do lesson over... this time youll have understood more , There wasint one lesson in drawabox that i took in completly n understood. I had to watch a bunch of other videos , and put pen to paper things will start to click
|
The first thing to understand is that basically the Horizon Line is the line where the ground plane/floor/ocean meets the sky. Next, the Horizon Line is the same height as the viewers eyes. If the view is up high, like a photo from a plane then the horizon is higher in the picture. If the picture is drawn from a worm's-eye-pov then the horizon will be lower. So when starting your drawing you must choose where you are viewing the subject from. High, low, or the same level? There's a mega shit-ton of videos on YouTube about perspective so just go watch a bunch until it clicks.
| 1 | 80,183 | 1.333333 | ||
uv0n0l
|
artfundamentals_train
| 1 |
Perspective is making NO sense for me.... What's up, y'all. Just a few days ago I've gotten to the titular box portion of the course. I gotta say after watching the video twice and reading the article through at least once, I don't understand a damn thing. The biggest problem is I don't understand what I don't understand, iykwim. All that got through my head here is that two lines going to a 'point' (What points? what determines them or the horizon line?) will 'disappear', and that something close should be big(Why?), and something far should be small(??). Two lines 'disappear', what does that mean for the actual object? I finished my 3 frames for the first exercise today, and all I see are 15\~ boxes and a bunch of lines. I don't know what I got out of it, if anything. Like, what do the lines even mean for the object? The lines 'disappear', cool, but what happens to the box? How does the box get smaller, or bigger? Are all the boxes a representation of one single box in different locations? Or a bunch of different boxes? How do I know? I. don't. get. it. meltdown over, someone please send emergency response team (i.e perspective lesson for a embryo cuz you need a few PhDs apparently to understand what's on the DaB page /s)
|
i9koam0
|
i9p1107
| 1,653,234,020 | 1,653,320,660 | 2 | 4 |
I can only assume that you mean the 250 box challenge? Can you share an example of some boxes you have drawn and I could try to help with feedback. I believe the case with a box is that all sides are the same, but due to the box 📦 being placed in 3D space the part of the box that is closer to us appears larger and the farther sides of the box 📦 appear smaller. For many boxes I would use the Y method of drawing 3 points to orient a given box. Overtime I realized it may help to first draw a box straight on while also trying to draw the unseen parts. What do I mean by unseen? Basically drawing through your boxes to depict all sides. Even though they may not be visible. The 250 box exercises purpose is to get you thinking about how a box could sit in 3D space.
|
As someone who was in your shoes a few months ago.. ill say.. your not suppouse to understand anything at first watch/ read you try ur hand at it. Still dont get it or no light bulb moments?. Draw pages of cubes, as i did in the begging to accuire a better understanding. Not just continue to draw tho you must find other videos an take that knowledge then come back to the lesson re watch it an read it again and do lesson over... this time youll have understood more , There wasint one lesson in drawabox that i took in completly n understood. I had to watch a bunch of other videos , and put pen to paper things will start to click
| 0 | 86,640 | 2 | ||
uv0n0l
|
artfundamentals_train
| 1 |
Perspective is making NO sense for me.... What's up, y'all. Just a few days ago I've gotten to the titular box portion of the course. I gotta say after watching the video twice and reading the article through at least once, I don't understand a damn thing. The biggest problem is I don't understand what I don't understand, iykwim. All that got through my head here is that two lines going to a 'point' (What points? what determines them or the horizon line?) will 'disappear', and that something close should be big(Why?), and something far should be small(??). Two lines 'disappear', what does that mean for the actual object? I finished my 3 frames for the first exercise today, and all I see are 15\~ boxes and a bunch of lines. I don't know what I got out of it, if anything. Like, what do the lines even mean for the object? The lines 'disappear', cool, but what happens to the box? How does the box get smaller, or bigger? Are all the boxes a representation of one single box in different locations? Or a bunch of different boxes? How do I know? I. don't. get. it. meltdown over, someone please send emergency response team (i.e perspective lesson for a embryo cuz you need a few PhDs apparently to understand what's on the DaB page /s)
|
i9p1107
|
i9l2plg
| 1,653,320,660 | 1,653,240,083 | 4 | 2 |
As someone who was in your shoes a few months ago.. ill say.. your not suppouse to understand anything at first watch/ read you try ur hand at it. Still dont get it or no light bulb moments?. Draw pages of cubes, as i did in the begging to accuire a better understanding. Not just continue to draw tho you must find other videos an take that knowledge then come back to the lesson re watch it an read it again and do lesson over... this time youll have understood more , There wasint one lesson in drawabox that i took in completly n understood. I had to watch a bunch of other videos , and put pen to paper things will start to click
|
You might want to find a copy of Perspective Made Easy by Ernest Ralph Norling. It explains perspective in a very easy to understand way. It's easy to find online: https://archive.org/details/PerspectiveMadeEasy
| 1 | 80,577 | 2 | ||
uv0n0l
|
artfundamentals_train
| 1 |
Perspective is making NO sense for me.... What's up, y'all. Just a few days ago I've gotten to the titular box portion of the course. I gotta say after watching the video twice and reading the article through at least once, I don't understand a damn thing. The biggest problem is I don't understand what I don't understand, iykwim. All that got through my head here is that two lines going to a 'point' (What points? what determines them or the horizon line?) will 'disappear', and that something close should be big(Why?), and something far should be small(??). Two lines 'disappear', what does that mean for the actual object? I finished my 3 frames for the first exercise today, and all I see are 15\~ boxes and a bunch of lines. I don't know what I got out of it, if anything. Like, what do the lines even mean for the object? The lines 'disappear', cool, but what happens to the box? How does the box get smaller, or bigger? Are all the boxes a representation of one single box in different locations? Or a bunch of different boxes? How do I know? I. don't. get. it. meltdown over, someone please send emergency response team (i.e perspective lesson for a embryo cuz you need a few PhDs apparently to understand what's on the DaB page /s)
|
i9koam0
|
i9l3mov
| 1,653,234,020 | 1,653,240,477 | 2 | 3 |
I can only assume that you mean the 250 box challenge? Can you share an example of some boxes you have drawn and I could try to help with feedback. I believe the case with a box is that all sides are the same, but due to the box 📦 being placed in 3D space the part of the box that is closer to us appears larger and the farther sides of the box 📦 appear smaller. For many boxes I would use the Y method of drawing 3 points to orient a given box. Overtime I realized it may help to first draw a box straight on while also trying to draw the unseen parts. What do I mean by unseen? Basically drawing through your boxes to depict all sides. Even though they may not be visible. The 250 box exercises purpose is to get you thinking about how a box could sit in 3D space.
|
The first thing to understand is that basically the Horizon Line is the line where the ground plane/floor/ocean meets the sky. Next, the Horizon Line is the same height as the viewers eyes. If the view is up high, like a photo from a plane then the horizon is higher in the picture. If the picture is drawn from a worm's-eye-pov then the horizon will be lower. So when starting your drawing you must choose where you are viewing the subject from. High, low, or the same level? There's a mega shit-ton of videos on YouTube about perspective so just go watch a bunch until it clicks.
| 0 | 6,457 | 1.5 | ||
uv0n0l
|
artfundamentals_train
| 1 |
Perspective is making NO sense for me.... What's up, y'all. Just a few days ago I've gotten to the titular box portion of the course. I gotta say after watching the video twice and reading the article through at least once, I don't understand a damn thing. The biggest problem is I don't understand what I don't understand, iykwim. All that got through my head here is that two lines going to a 'point' (What points? what determines them or the horizon line?) will 'disappear', and that something close should be big(Why?), and something far should be small(??). Two lines 'disappear', what does that mean for the actual object? I finished my 3 frames for the first exercise today, and all I see are 15\~ boxes and a bunch of lines. I don't know what I got out of it, if anything. Like, what do the lines even mean for the object? The lines 'disappear', cool, but what happens to the box? How does the box get smaller, or bigger? Are all the boxes a representation of one single box in different locations? Or a bunch of different boxes? How do I know? I. don't. get. it. meltdown over, someone please send emergency response team (i.e perspective lesson for a embryo cuz you need a few PhDs apparently to understand what's on the DaB page /s)
|
i9l2plg
|
i9l3mov
| 1,653,240,083 | 1,653,240,477 | 2 | 3 |
You might want to find a copy of Perspective Made Easy by Ernest Ralph Norling. It explains perspective in a very easy to understand way. It's easy to find online: https://archive.org/details/PerspectiveMadeEasy
|
The first thing to understand is that basically the Horizon Line is the line where the ground plane/floor/ocean meets the sky. Next, the Horizon Line is the same height as the viewers eyes. If the view is up high, like a photo from a plane then the horizon is higher in the picture. If the picture is drawn from a worm's-eye-pov then the horizon will be lower. So when starting your drawing you must choose where you are viewing the subject from. High, low, or the same level? There's a mega shit-ton of videos on YouTube about perspective so just go watch a bunch until it clicks.
| 0 | 394 | 1.5 | ||
nr85e5
|
artfundamentals_train
| 0.96 |
Need help with foreshortening I started the 250 box challenge yesterday. I'm at my 30th box already, however I realized that I've been doing no foreshortening this whole time, even though I should be trying to draw boxes with dramatic and shallow foreshortening. My only problem is that it might be way too complex to me. I don't know if it's the language barrier (English isn't my first language) but whenever I read the note about foreshortening on the website, I either don't understand some of the words or the entire article flies over my head. Is it possible to explain foreshortening in a really simple way?
|
h0frj4n
|
h0f64x2
| 1,622,727,340 | 1,622,713,917 | 10 | 3 |
First, don't stress. You are just on your 30th box. Sadly I don't have any Polish resources for you. Here are some supplementary videos, still in English, that might help. https://youtu.be/3uEtdDvK6Xo?t=320 It is timestamped to the beginning of the box portion. Iirc, Stan pretty much says that you have to develop an eye for how much to foreshorten the edges. While that's true, a person can learn to leverage a bit more perspective knowledge when thinking about it. In short, when you rotate things they travel in a circle, in perspective that will be an ellipse. If you get a feel for that ellipse it will help you judge how short something should be. Moderndayjamess is another good source. Here is a link to his perspective playlist: https://youtube.com/playlist?list=PLgKJMTFp_25iQVZ6ItpZKTSN9Yo44YSTs His Perspective 6 video and his video on lensing might be the most relevant to your question. It is pretty advanced for someone just starting the 250 box challenge but it is worth a view now if you aren't the type to let yourself get intimidated or set your expectations to high. We can learn these things on an intellectual level but it takes time and training to really put the knowledge to use. Edit:omitted a word
|
What is your first language? Perhaps you'll find someone who knows the language willing to explain it to you in it.
| 1 | 13,423 | 3.333333 | ||
nr85e5
|
artfundamentals_train
| 0.96 |
Need help with foreshortening I started the 250 box challenge yesterday. I'm at my 30th box already, however I realized that I've been doing no foreshortening this whole time, even though I should be trying to draw boxes with dramatic and shallow foreshortening. My only problem is that it might be way too complex to me. I don't know if it's the language barrier (English isn't my first language) but whenever I read the note about foreshortening on the website, I either don't understand some of the words or the entire article flies over my head. Is it possible to explain foreshortening in a really simple way?
|
h0f64x2
|
h0gmqcd
| 1,622,713,917 | 1,622,740,378 | 3 | 4 |
What is your first language? Perhaps you'll find someone who knows the language willing to explain it to you in it.
|
I’ve honestly drawn very very few foreshortened boxes, which maybe means I screwed up too. But first I felt like I needed to train my eye for what parallel looks like and then learn how to purposely not draw in parallel. So my first 100 boxes suck, the next 100 are a lot better, then the last 50 are sucking again as I experiment with more foreshortening. Idk, drawing is gonna be a life long journey for me so I don’t even care that much if I get it 100% right. I’m just trying to show up and draw.
| 0 | 26,461 | 1.333333 | ||
d4kuwk
|
artfundamentals_train
| 0.86 |
Can I draw portraits by following the suggested materials in this sub? I'm a long time lurker here, who is just afraid to get started. I tried my hand in drawing while I was a kid. Mostly cartoons such as Pokémon characters, thought I was good at it. Cannot share a pic as I'm no longer in possession of my drawings. Anyways, it was a long time ago like when I was 10 years of age or something. I want to ask, if anyone has been in similar situation and picked up art from here and went on to draw amazing things? Another question, it's fascinating to see artists draw portraits, my target is drawing faces of other people. How significantly can draw a box and other materials from this sub help me in achieving this? Edit: spelling.
|
f0eiymi
|
f0e6fv8
| 1,568,569,138 | 1,568,563,810 | 11 | 3 |
So the lessons students are working through here are focused on building the absolute basics of drawing. Portraiture isn't a basic skill, but it does make use of a lot of the concepts we cover here - confident mark making, an understanding of 3D space, and of how the parts of the face are three dimensional forms that sit in a 3D world rather than just as lines on a page. So while there aren't any lessons on portraiture here, and workign through these lessons alone won't teach you how to draw a face, the lessons here will arm you with an understanding of things that will help you better grasp other lessons on portraiture on a level that is deeper and less superficial than "learn to draw a face in 6 easy steps!"
|
Pick up 'drawing on the right side of the brain' by betty edwards, it gets to portraits pretty quickly, and it's a great book.
| 1 | 5,328 | 3.666667 | ||
d4kuwk
|
artfundamentals_train
| 0.86 |
Can I draw portraits by following the suggested materials in this sub? I'm a long time lurker here, who is just afraid to get started. I tried my hand in drawing while I was a kid. Mostly cartoons such as Pokémon characters, thought I was good at it. Cannot share a pic as I'm no longer in possession of my drawings. Anyways, it was a long time ago like when I was 10 years of age or something. I want to ask, if anyone has been in similar situation and picked up art from here and went on to draw amazing things? Another question, it's fascinating to see artists draw portraits, my target is drawing faces of other people. How significantly can draw a box and other materials from this sub help me in achieving this? Edit: spelling.
|
f0eiymi
|
f0dsc1z
| 1,568,569,138 | 1,568,558,014 | 11 | 2 |
So the lessons students are working through here are focused on building the absolute basics of drawing. Portraiture isn't a basic skill, but it does make use of a lot of the concepts we cover here - confident mark making, an understanding of 3D space, and of how the parts of the face are three dimensional forms that sit in a 3D world rather than just as lines on a page. So while there aren't any lessons on portraiture here, and workign through these lessons alone won't teach you how to draw a face, the lessons here will arm you with an understanding of things that will help you better grasp other lessons on portraiture on a level that is deeper and less superficial than "learn to draw a face in 6 easy steps!"
|
This sub is called artfundamentals, because it's a solid base to learn these for anything. May it be traditional landscapes or cartoony faces. Getting a sense for perspective, form and composition is highly important for any field of art. Hope, I could answer your question.
| 1 | 11,124 | 5.5 | ||
d4kuwk
|
artfundamentals_train
| 0.86 |
Can I draw portraits by following the suggested materials in this sub? I'm a long time lurker here, who is just afraid to get started. I tried my hand in drawing while I was a kid. Mostly cartoons such as Pokémon characters, thought I was good at it. Cannot share a pic as I'm no longer in possession of my drawings. Anyways, it was a long time ago like when I was 10 years of age or something. I want to ask, if anyone has been in similar situation and picked up art from here and went on to draw amazing things? Another question, it's fascinating to see artists draw portraits, my target is drawing faces of other people. How significantly can draw a box and other materials from this sub help me in achieving this? Edit: spelling.
|
f0e6fv8
|
f0dsc1z
| 1,568,563,810 | 1,568,558,014 | 3 | 2 |
Pick up 'drawing on the right side of the brain' by betty edwards, it gets to portraits pretty quickly, and it's a great book.
|
This sub is called artfundamentals, because it's a solid base to learn these for anything. May it be traditional landscapes or cartoony faces. Getting a sense for perspective, form and composition is highly important for any field of art. Hope, I could answer your question.
| 1 | 5,796 | 1.5 | ||
u7zn8j
|
artfundamentals_train
| 0.94 |
Two Fundamentals at the same time? What do you think about studying another fundamentals at same time as DrawaBox? I mean, for the past two months I've been studying that classical perspective content while I was doing the 250 boxes (I took that book 'Perspective Made Easy'). But now I'm tired of it and I want to study something different, like portraits and facial anatomy or lightning. But I dont know if it will mess with my understanding of the Drawabox content; if it should be better finish DaB before studying anything else. What do you think?
|
i5lhbpu
|
i5kx81s
| 1,650,533,597 | 1,650,517,569 | 9 | 7 |
I highly recommend Loomis drawing the head and hands if you're into portraits. Color and light is an amazing book as well by James gurney. Nothing will take away from taking a break from drawabox it's cool to take a break as long as you stay consistent.
|
You’ll get bored if you focus exclusively on one aspect of art training. Skills complement and reinforce each other.
| 1 | 16,028 | 1.285714 | ||
jzmevm
|
artfundamentals_train
| 0.81 |
Joining again So the beginning of last year I went through the first 3 lessons of draw a box. It was rough, it was great, I learned a lot and am glad I did it. I'm getting back into inking and I'm realizing that I'm still struggling with basic things, like form construction. It's easy to give and take and make a form look good when you're using charcoal/graphite/etc, but with a pen it's one of those things that you either get it right or you don't. So I guess that means I need to hop back in there! Plus (though the lessons require the .5mm fine-liner) it'll give me good practice with this new fountain pen I've been using. How many other people have gone through the lessons multiple times?
|
gdlkvbd
|
gdkqsn3
| 1,606,342,998 | 1,606,327,752 | 3 | 2 |
I am about to start again also and really happy to be doing so. I think half the problem is knowing where you are struggling so you can practice those areas. Good luck and I look forward to seeing your work!
|
I've gone through lesson 1 and 2 two times because I had a year break and although it was painful I didn't regret it to be honest :) I clearly saw an improvment on my lines and forms. You can maybe speed it up and do less of the homeworks if you wish for ? I don't mean rushing the exercices but just maybe doing less. Also I'm not sure if you are supposed to use fountain pen for the lessons.
| 1 | 15,246 | 1.5 | ||
ec01fs
|
artfundamentals_train
| 0.86 |
Confused as to how where to start and how to progress, please advise I've recently start drawing seriously but it's quickly becoming evident that there is SO MUCH to learn. My end goal is to be able to draw environments and create worlds and concepts but I don't know where to start. Perspective, form, shading, color theory, paiting, textures, sketching, anatomy, portraits, clothing, plants, socks, potato salads - there's so much and i don't know where to start. I've been doing sketches of buildings and landscapes from life to start applying the perspective exercises I've done over the last few months but i really don't know how to progress and what to focus on. What I'm asking for is a sort of general list of things i should learn in order because I'm really confused. To those artists here more experienced than I, what steps did you follow? What topics did you start with?
|
fb8fr9e
|
fb8liqa
| 1,576,612,936 | 1,576,616,509 | 3 | 14 |
https://youtu.be/6Aplx3ETh6U
|
There’s a great curriculum built by /u/RadioRunner which I’m currently following and should answer most if not all of your goals, it also involves drawabox which is crucial for drawing from imagination. https://m.imgur.com/gallery/EZPc28m
| 0 | 3,573 | 4.666667 | ||
ec01fs
|
artfundamentals_train
| 0.86 |
Confused as to how where to start and how to progress, please advise I've recently start drawing seriously but it's quickly becoming evident that there is SO MUCH to learn. My end goal is to be able to draw environments and create worlds and concepts but I don't know where to start. Perspective, form, shading, color theory, paiting, textures, sketching, anatomy, portraits, clothing, plants, socks, potato salads - there's so much and i don't know where to start. I've been doing sketches of buildings and landscapes from life to start applying the perspective exercises I've done over the last few months but i really don't know how to progress and what to focus on. What I'm asking for is a sort of general list of things i should learn in order because I'm really confused. To those artists here more experienced than I, what steps did you follow? What topics did you start with?
|
fb8p9vi
|
fb8fr9e
| 1,576,618,793 | 1,576,612,936 | 4 | 3 |
I’d say set a goal. I mean, don’t tell yourself “I wanna get better at drawing” but be specific. Select one thing you want to achieve - for example drawing a human (feel free to choose whatever you want). Don’t be abstract - these kind of goals are very hard to measure (progress) and achieve. If you set a specific goal, you have to take it slow and not expect miracles to happen at the beginning. It’s best to set smaller goals that will eventually help you achieve your main goal (talking about drawing humans for example, take your time and study faces, learn how to draw each part of the body separately and then stick it together, study the anatomy, skeleton, muscles etc etc...). If you know someone who has more experience, ask them to help you out with setting your goals and also ask them for advice. Also using reference is very good, just try not to build up a habit of redrawing other artworks or it will be very hard for you to come up with your own ideas. There is much more to be said to this topic. I am no professional but if you need help, feel free to DM me :) Good luck
|
https://youtu.be/6Aplx3ETh6U
| 1 | 5,857 | 1.333333 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8qet4x
|
g8q05xv
| 1,602,623,832 | 1,602,617,086 | 17 | 15 |
It's important. Learning your mistakes early and correcting them right away prevents them from becoming engrained. Mistakes that are second nature are MUCH harder to correct.
|
It’s important but only if it’s good feedback. Good feedback tells you what you did wrong (in relation to what you’re going for) and follows up with suggestions on how to fix or improve your ability, eye, skill level. If no suggestion or positive way forward is offered, it’s worthless feedback. Imo, Lesson 1 and the 250 box challenge aren’t really for critique but for laying down the fundamentals and getting practice. That’s why it’s 250 of them instead of just 4 or 5. That said, everything builds on the early lessons. The early lessons should be referenced to give good critique. If you get feedback that you need to work on your perspective a little more, etc. just redo those assignments as practice with focus and emphasis on what you want to address (straighter lines, perspective grid, etc.) Just my 2 cents.
| 1 | 6,746 | 1.133333 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8pu16x
|
g8qet4x
| 1,602,614,027 | 1,602,623,832 | 12 | 17 |
Feedback always helps me, even if it's something I already know. Just try not to take it personally if it's harsh, and also realize that some people are just assholes.
|
It's important. Learning your mistakes early and correcting them right away prevents them from becoming engrained. Mistakes that are second nature are MUCH harder to correct.
| 0 | 9,805 | 1.416667 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8pt6ip
|
g8qet4x
| 1,602,613,605 | 1,602,623,832 | 2 | 17 |
same here
|
It's important. Learning your mistakes early and correcting them right away prevents them from becoming engrained. Mistakes that are second nature are MUCH harder to correct.
| 0 | 10,227 | 8.5 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8pu16x
|
g8q05xv
| 1,602,614,027 | 1,602,617,086 | 12 | 15 |
Feedback always helps me, even if it's something I already know. Just try not to take it personally if it's harsh, and also realize that some people are just assholes.
|
It’s important but only if it’s good feedback. Good feedback tells you what you did wrong (in relation to what you’re going for) and follows up with suggestions on how to fix or improve your ability, eye, skill level. If no suggestion or positive way forward is offered, it’s worthless feedback. Imo, Lesson 1 and the 250 box challenge aren’t really for critique but for laying down the fundamentals and getting practice. That’s why it’s 250 of them instead of just 4 or 5. That said, everything builds on the early lessons. The early lessons should be referenced to give good critique. If you get feedback that you need to work on your perspective a little more, etc. just redo those assignments as practice with focus and emphasis on what you want to address (straighter lines, perspective grid, etc.) Just my 2 cents.
| 0 | 3,059 | 1.25 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8q05xv
|
g8pt6ip
| 1,602,617,086 | 1,602,613,605 | 15 | 2 |
It’s important but only if it’s good feedback. Good feedback tells you what you did wrong (in relation to what you’re going for) and follows up with suggestions on how to fix or improve your ability, eye, skill level. If no suggestion or positive way forward is offered, it’s worthless feedback. Imo, Lesson 1 and the 250 box challenge aren’t really for critique but for laying down the fundamentals and getting practice. That’s why it’s 250 of them instead of just 4 or 5. That said, everything builds on the early lessons. The early lessons should be referenced to give good critique. If you get feedback that you need to work on your perspective a little more, etc. just redo those assignments as practice with focus and emphasis on what you want to address (straighter lines, perspective grid, etc.) Just my 2 cents.
|
same here
| 1 | 3,481 | 7.5 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8pu16x
|
g8pt6ip
| 1,602,614,027 | 1,602,613,605 | 12 | 2 |
Feedback always helps me, even if it's something I already know. Just try not to take it personally if it's harsh, and also realize that some people are just assholes.
|
same here
| 1 | 422 | 6 | ||
jaheay
|
artfundamentals_train
| 0.97 |
Question about critique How important is it? I started on lesson 2, but never posted my lesson 1 or 250 box challenge. Should I hold off for now and post what I got done before continuing?
|
g8pt6ip
|
g8rwzr4
| 1,602,613,605 | 1,602,658,730 | 2 | 11 |
same here
|
Also, can someone confirm/deny a suspicion of mine? The feedback here is basically from anyone. There is no way of knowing if you're getting art teachers, art geniuses, or neckband armchair critics. Is that right?
| 0 | 45,125 | 5.5 | ||
fwn0va
|
artfundamentals_train
| 1 |
A question about drawing from Shoulder. Yes, I have read the FAQ section but I still wanted to confirm something. I regularly practice drawing anime and I find it natural to draw from wrists (even though I'm not good) than from shoulder as I am not drawing a big picture. But in faq uncomfortable sir told that it shouldn't be done. Should I start from scratch and practice that with shoulder? (it feels clunky tbh)
|
fmr2siy
|
fmpk1cz
| 1,586,312,547 | 1,586,282,221 | 3 | 1 |
As explained in lesson 1, the reason we stress the importance of drawing from the shoulder is exactly what you're describing. Beginners will always be more comfortable drawing from their wrist or their elbow, and they'll find drawing from the shoulder clunky. And therefore, when faced with a situation where drawing from the shoulder is the only effective option, they'll choose to draw from the elbow instead - ultimately sacrificing the quality of their linework in order to take the path of least resistance. What feels comfortable and natural for you right now is not necessarily the best choice moving forwards.
|
Im certainly no expert but, I would start over. It helps to build the correct muscle memory. Also, before you start actually drawing, take 10 minutes to practice or "warm up" using your shoulder. I have found that if i don't my drawing is very wonky. Also consider i am new at this. Just thoughts from a beginner.
| 1 | 30,326 | 3 | ||
fwn0va
|
artfundamentals_train
| 1 |
A question about drawing from Shoulder. Yes, I have read the FAQ section but I still wanted to confirm something. I regularly practice drawing anime and I find it natural to draw from wrists (even though I'm not good) than from shoulder as I am not drawing a big picture. But in faq uncomfortable sir told that it shouldn't be done. Should I start from scratch and practice that with shoulder? (it feels clunky tbh)
|
fmpl8sr
|
fmr2siy
| 1,586,282,824 | 1,586,312,547 | 1 | 3 |
Draw from the should. Draw big. At least when you do DrawABox, but I'd really recommend doing whenever possible (ie. when you are not doing millimeter level detail)
|
As explained in lesson 1, the reason we stress the importance of drawing from the shoulder is exactly what you're describing. Beginners will always be more comfortable drawing from their wrist or their elbow, and they'll find drawing from the shoulder clunky. And therefore, when faced with a situation where drawing from the shoulder is the only effective option, they'll choose to draw from the elbow instead - ultimately sacrificing the quality of their linework in order to take the path of least resistance. What feels comfortable and natural for you right now is not necessarily the best choice moving forwards.
| 0 | 29,723 | 3 | ||
nyadem
|
artfundamentals_train
| 0.93 |
On the subject of official critiques: Hey guys! Just curious but how many people here get official critiques from Uncomfortable and the people on the Drawabox team? I’ve been thinking about joining their patron so I can get more of a solid understanding of what I need to improve on, but to get an official critique, don’t you need to start over from the beginning? I’m currently on lesson 4 and I’m trying to weigh the benefits of doingn this or not. Would appreciate any replies to this post. Thanks in advance :)
|
h1k10jj
|
h1jxhj6
| 1,623,533,003 | 1,623,531,088 | 15 | 0 |
I obviously can't tell you whether you should pursue the official critiques (conflict of interest and all that) but I can clarify that yes - if you decide to submit work for official feedback, you would be required to start over with a couple of exceptions: * If your lesson 1 work does still accurately represent your current skill level, you can submit it as is. I wouldn't recommend this however, as Lesson 1 doesn't generally take that long to complete, and it's worth ensuring that you've had a clean start from the beginning. * You do not have to complete the 250 box challenge again, if you have already done so. All we ask is that you submit those, alongside 50 additional boxes done after receiving feedback for your Lesson 1 work, so that it is an accurate representation of what you understand currently.
|
Don't. Move on to more comprehensive courses.
| 1 | 1,915 | 15,000 | ||
bkdgsc
|
artfundamentals_train
| 0.8 |
[Question] drawing from shoulder is hard tips ? it gets very frustrating . can you recommend exercises to warm up shoulders ? or should i just stick with it and it will grow / go away with time ???
|
emg7ptn
|
emgdmon
| 1,556,927,479 | 1,556,932,565 | 2 | 5 |
Backhand your pencil qnd lock your wrist and elbow ,a good warm up is doing that and also drawing infinity signs
|
Stick with it - it more than pays off later. It’s just like learning to play the piano or guitar... sure it’s easier to slink through with bad posture, or cheat with lazy positioning... but that’s the habit you develop, and will follow you forever. It’s so much easier to start slowly with a good habit than it is to correct a bad habit later.
| 0 | 5,086 | 2.5 | ||
bkdgsc
|
artfundamentals_train
| 0.8 |
[Question] drawing from shoulder is hard tips ? it gets very frustrating . can you recommend exercises to warm up shoulders ? or should i just stick with it and it will grow / go away with time ???
|
emfxdnv
|
emgdmon
| 1,556,919,419 | 1,556,932,565 | 1 | 5 |
I’ve always drawn with my wrist though I’ve been told it’s ‘wrong’. I’m a professional artist so I’m a bit leery of ‘starting over’ until I get the hang of it. So I’ve never really tried to draw from my shoulder instead.
|
Stick with it - it more than pays off later. It’s just like learning to play the piano or guitar... sure it’s easier to slink through with bad posture, or cheat with lazy positioning... but that’s the habit you develop, and will follow you forever. It’s so much easier to start slowly with a good habit than it is to correct a bad habit later.
| 0 | 13,146 | 5 | ||
bkdgsc
|
artfundamentals_train
| 0.8 |
[Question] drawing from shoulder is hard tips ? it gets very frustrating . can you recommend exercises to warm up shoulders ? or should i just stick with it and it will grow / go away with time ???
|
emg7ptn
|
emfxdnv
| 1,556,927,479 | 1,556,919,419 | 2 | 1 |
Backhand your pencil qnd lock your wrist and elbow ,a good warm up is doing that and also drawing infinity signs
|
I’ve always drawn with my wrist though I’ve been told it’s ‘wrong’. I’m a professional artist so I’m a bit leery of ‘starting over’ until I get the hang of it. So I’ve never really tried to draw from my shoulder instead.
| 1 | 8,060 | 2 | ||
bkdgsc
|
artfundamentals_train
| 0.8 |
[Question] drawing from shoulder is hard tips ? it gets very frustrating . can you recommend exercises to warm up shoulders ? or should i just stick with it and it will grow / go away with time ???
|
emgkfya
|
emfxdnv
| 1,556,938,475 | 1,556,919,419 | 2 | 1 |
I only draw form the shoulder when doing loose gestural sketches. With Details and other finer parts, I draw from the wrist: just feels like I have more control.
|
I’ve always drawn with my wrist though I’ve been told it’s ‘wrong’. I’m a professional artist so I’m a bit leery of ‘starting over’ until I get the hang of it. So I’ve never really tried to draw from my shoulder instead.
| 1 | 19,056 | 2 | ||
bkkm5l
|
artfundamentals_train
| 0.92 |
About Drawing From The Shoulder So I'm really just a beginner. I've (basically, I used to draw comics when I was younger a long while ago) never really drawn, and I'm going through the Drawabox lessons now. On Lesson 1, Lines: Using Your Arm, Uncomfortable talks about drawing with your shoulder. I've never really drawn before but when I draw with my elbow/wrist I feel like I have a lot more control. But that's obvious since I've basically never used my shoulder in this kind of way. The thing is, I've wanted to go through some videos of artist I like drawing and see if they use their shoulder, and from what I can see none of them do. Here are the links for the videos: https://www.youtube.com/watch?v=kCMvgYljOUk, https://www.youtube.com/watch?v=h9Kj6Luix0g (the first video in particular, this brings me to another different question about chicken scratching; in the first video she almost always draws in chicken scratches, does it make a difference if you're sketching?). But basically, I don't fully understand when should I draw from my shoulder. I've searched other videos and I don't think I saw someone drawing this way. So if I've basically saw very little of it, and I can draw lines better without it, why should I use it? I really hope I'm understanding this wrong. I'm probably not getting what drawing from the shoulder really means. If anyone can clear things up for me I'll be greatful.
|
emhvl5f
|
emhgibo
| 1,556,987,818 | 1,556,977,471 | 17 | 9 |
I think I can help. First of all if you have a strong sense of form, perspective, and 3-dimensional thinking while drawing. You will be able to create good art from just those concepts. Using your shoulder and not chicken scratching are just techniques you want to build as it will get the results you want faster, cleaner, with less strain. In the first video this artist constantly has to go over lines, and erase things to find the right shapes that they want. That can add a lot of time to your drawing, even if you end up refining it an ends up looking similar. The second video they are definitely using the economy of line, and shoulder method to create more thoughtful line work. Building line confidence and using your whole arm will train you to develop a sense of shape and form much faster the first time around so you wont have to keep noodling. It will give you less messy pieces that eventually you won't have to go from messy sketch>sketch>refined lines. You'll be able to just drawing things clean the first time. The shoulder thing will help you make these cleaner, consistent lines, especially on larger forms, and perspective heavy work like vehicles/architecture. It will also prevent wrist strain and carpal tunnel from happening. Actually guitarist and drummers(Both which I also learned as a child) will teach you a similar thing to prevent wrist damage and improve fluidity in movement.
|
>but when I draw with my elbow/wrist I feel like I have a lot more control. The first few lessons aren't about having control, they are supposed to be messy and rough. They are meant to teach you to use your arm in the best way, to achieve the line. Yes, there are other artist, that use other techniques, but they aren't claiming to use Uncomfortables technique. There isn't one way to draw (obviously) but the technique Uncomfortable teaches results in better lines -> less errors -> faster drawing. I recommend rereading and rewatching lesson 0 and 1. A lot of this stuff gets covered there.
| 1 | 10,347 | 1.888889 | ||
bkkm5l
|
artfundamentals_train
| 0.92 |
About Drawing From The Shoulder So I'm really just a beginner. I've (basically, I used to draw comics when I was younger a long while ago) never really drawn, and I'm going through the Drawabox lessons now. On Lesson 1, Lines: Using Your Arm, Uncomfortable talks about drawing with your shoulder. I've never really drawn before but when I draw with my elbow/wrist I feel like I have a lot more control. But that's obvious since I've basically never used my shoulder in this kind of way. The thing is, I've wanted to go through some videos of artist I like drawing and see if they use their shoulder, and from what I can see none of them do. Here are the links for the videos: https://www.youtube.com/watch?v=kCMvgYljOUk, https://www.youtube.com/watch?v=h9Kj6Luix0g (the first video in particular, this brings me to another different question about chicken scratching; in the first video she almost always draws in chicken scratches, does it make a difference if you're sketching?). But basically, I don't fully understand when should I draw from my shoulder. I've searched other videos and I don't think I saw someone drawing this way. So if I've basically saw very little of it, and I can draw lines better without it, why should I use it? I really hope I'm understanding this wrong. I'm probably not getting what drawing from the shoulder really means. If anyone can clear things up for me I'll be greatful.
|
emhvl5f
|
emhbhy9
| 1,556,987,818 | 1,556,973,358 | 17 | 6 |
I think I can help. First of all if you have a strong sense of form, perspective, and 3-dimensional thinking while drawing. You will be able to create good art from just those concepts. Using your shoulder and not chicken scratching are just techniques you want to build as it will get the results you want faster, cleaner, with less strain. In the first video this artist constantly has to go over lines, and erase things to find the right shapes that they want. That can add a lot of time to your drawing, even if you end up refining it an ends up looking similar. The second video they are definitely using the economy of line, and shoulder method to create more thoughtful line work. Building line confidence and using your whole arm will train you to develop a sense of shape and form much faster the first time around so you wont have to keep noodling. It will give you less messy pieces that eventually you won't have to go from messy sketch>sketch>refined lines. You'll be able to just drawing things clean the first time. The shoulder thing will help you make these cleaner, consistent lines, especially on larger forms, and perspective heavy work like vehicles/architecture. It will also prevent wrist strain and carpal tunnel from happening. Actually guitarist and drummers(Both which I also learned as a child) will teach you a similar thing to prevent wrist damage and improve fluidity in movement.
|
When you draw details you draw from your wrist. But when you draw larger forms like construction forms you draw from your shoulder because you can't make big strokes from your wrist, try it! Here at Drawabox, the point is constructional drawing so this technique is mandatory. Later when you'll be adding details you could draw from your wrist.
| 1 | 14,460 | 2.833333 | ||
bkkm5l
|
artfundamentals_train
| 0.92 |
About Drawing From The Shoulder So I'm really just a beginner. I've (basically, I used to draw comics when I was younger a long while ago) never really drawn, and I'm going through the Drawabox lessons now. On Lesson 1, Lines: Using Your Arm, Uncomfortable talks about drawing with your shoulder. I've never really drawn before but when I draw with my elbow/wrist I feel like I have a lot more control. But that's obvious since I've basically never used my shoulder in this kind of way. The thing is, I've wanted to go through some videos of artist I like drawing and see if they use their shoulder, and from what I can see none of them do. Here are the links for the videos: https://www.youtube.com/watch?v=kCMvgYljOUk, https://www.youtube.com/watch?v=h9Kj6Luix0g (the first video in particular, this brings me to another different question about chicken scratching; in the first video she almost always draws in chicken scratches, does it make a difference if you're sketching?). But basically, I don't fully understand when should I draw from my shoulder. I've searched other videos and I don't think I saw someone drawing this way. So if I've basically saw very little of it, and I can draw lines better without it, why should I use it? I really hope I'm understanding this wrong. I'm probably not getting what drawing from the shoulder really means. If anyone can clear things up for me I'll be greatful.
|
emhgibo
|
emhbhy9
| 1,556,977,471 | 1,556,973,358 | 9 | 6 |
>but when I draw with my elbow/wrist I feel like I have a lot more control. The first few lessons aren't about having control, they are supposed to be messy and rough. They are meant to teach you to use your arm in the best way, to achieve the line. Yes, there are other artist, that use other techniques, but they aren't claiming to use Uncomfortables technique. There isn't one way to draw (obviously) but the technique Uncomfortable teaches results in better lines -> less errors -> faster drawing. I recommend rereading and rewatching lesson 0 and 1. A lot of this stuff gets covered there.
|
When you draw details you draw from your wrist. But when you draw larger forms like construction forms you draw from your shoulder because you can't make big strokes from your wrist, try it! Here at Drawabox, the point is constructional drawing so this technique is mandatory. Later when you'll be adding details you could draw from your wrist.
| 1 | 4,113 | 1.5 | ||
o0umjf
|
artfundamentals_train
| 0.96 |
Ok to draw with digital? Sorry for the silly question. With the 50% rule, is it ok draw digitally when not doing the lessons or can the change in medium mess with the mechanics of learning? I wanted to mess around with Procreate on iPad but wanted to see what the views are on this. Thanks.
|
h1z2nik
|
h1zmnn5
| 1,623,855,109 | 1,623,863,593 | 5 | 8 |
I would do both and follow ttheatful advices :)
|
Drawing digitally is still drawing
| 0 | 8,484 | 1.6 | ||
h0lvhq
|
artfundamentals_train
| 0.88 |
How much should I be doing a day? Hello, everyone! I'm just now starting drawabox. I'm wondering, how much should I be doing in a day? To explain more clearly, for example, lesson one has a couple sections. "Lines" is the first section in lesson 1 and there's homework to complete for this first section. Would it be beneficial to me to just complete this homework section, work on some personal art projects, and then complete the next mini section with homework the next day? Or should I be completing more in a day? It's summertime and I have lots of time to complete lessons, but students are discouraged from "grinding." If anyone has any suggestions that would be great. :)
|
ftmz8oa
|
ftndmcj
| 1,591,831,112 | 1,591,838,872 | 2 | 7 |
Grinding is more about people repeating the same thing beyond the required homework quantity. If you are finding it interesting, I think you should do as much as you like, as long as you adhere to the 50% rule. Just note that Lesson 1 has homework which throws you into the deep end where you won't know everything and are asked to try your best. If you are struggling, try it for a bit, then take a break from it or come back the next day.
|
Do not attempt to always finish a homework section in a single day. The various exercises vary greatly in difficulty and amount of time they take. So maybe you can do the Lines homework section in a day, but with the Boxes homework even the entire day might not be enough to complete it. Instead just dedicate a certain amount of time per day.
| 0 | 7,760 | 3.5 | ||
h0lvhq
|
artfundamentals_train
| 0.88 |
How much should I be doing a day? Hello, everyone! I'm just now starting drawabox. I'm wondering, how much should I be doing in a day? To explain more clearly, for example, lesson one has a couple sections. "Lines" is the first section in lesson 1 and there's homework to complete for this first section. Would it be beneficial to me to just complete this homework section, work on some personal art projects, and then complete the next mini section with homework the next day? Or should I be completing more in a day? It's summertime and I have lots of time to complete lessons, but students are discouraged from "grinding." If anyone has any suggestions that would be great. :)
|
ftoj5hi
|
ftmz8oa
| 1,591,869,968 | 1,591,831,112 | 4 | 2 |
Do as much as you feel comfortable with to keep it from getting tedious & resist the temptation to grind the homework. I aimed to do a section a day & the homework lessons associated with that section. Some sections took a bit longer (ellipses & boxes in particular). In between, I did some drawing for pleasure and tried to apply what I learned through the lessons.
|
Grinding is more about people repeating the same thing beyond the required homework quantity. If you are finding it interesting, I think you should do as much as you like, as long as you adhere to the 50% rule. Just note that Lesson 1 has homework which throws you into the deep end where you won't know everything and are asked to try your best. If you are struggling, try it for a bit, then take a break from it or come back the next day.
| 1 | 38,856 | 2 | ||
kntbib
|
artfundamentals_train
| 0.99 |
Advice on drawing confidently but precisely when drawing smaller forms with the arm? I just made it to lesson 5, and I’m noticing that there’s a lot of small details that have to be added in the construction process, especially in the head (eye sockets, muzzle construction, etc). I feel like I can’t be precise enough when I’m drawing these smaller forms with the arm. They either end up being too wobbly from a slow stroke, or too big when I try and draw with force. I’m trying to avoid falling back into the habit of using my wrist. I’ve had this problem in the previous lesson when trying to draw skinny insect legs or antennae, which either ended up being too fat, or too wobbly. Any advice?
|
ghmoh1l
|
ghmon1k
| 1,609,440,224 | 1,609,440,311 | 15 | 35 |
As far as I know, there is no problem in using wrist and elbow movement. The reason for the Shoulder rule is to make yourself learn a better form of drawing, and stay away from the path of least resistance (wrist and elbow, because you used them your whole life). If you learn the shoulder movements, you can insert the others. If I'm not wrong, on the video talking about shoulder movement, Uncomfortable said that, and even said that elbow and wrist are really good pivots for drawing, and we shouldn't use them at the start with the objective of learning the "more difficult to grasp" shoulder movement.
|
Isn't it all right to draw from the wrist for short, precise lines? It seemed like the emphasis on drawing from the shoulder early in the lessons was about building that tool for your kit. If it's not the right tool for this job though, use a different one, right? If you want to work more on the elbow and shoulder, I'd make my drawing larger, so those small details require longer lines
| 0 | 87 | 2.333333 | ||
kntbib
|
artfundamentals_train
| 0.99 |
Advice on drawing confidently but precisely when drawing smaller forms with the arm? I just made it to lesson 5, and I’m noticing that there’s a lot of small details that have to be added in the construction process, especially in the head (eye sockets, muzzle construction, etc). I feel like I can’t be precise enough when I’m drawing these smaller forms with the arm. They either end up being too wobbly from a slow stroke, or too big when I try and draw with force. I’m trying to avoid falling back into the habit of using my wrist. I’ve had this problem in the previous lesson when trying to draw skinny insect legs or antennae, which either ended up being too fat, or too wobbly. Any advice?
|
ghmnzny
|
ghmon1k
| 1,609,439,974 | 1,609,440,311 | 2 | 35 |
remindme! 1 day
|
Isn't it all right to draw from the wrist for short, precise lines? It seemed like the emphasis on drawing from the shoulder early in the lessons was about building that tool for your kit. If it's not the right tool for this job though, use a different one, right? If you want to work more on the elbow and shoulder, I'd make my drawing larger, so those small details require longer lines
| 0 | 337 | 17.5 | ||
kntbib
|
artfundamentals_train
| 0.99 |
Advice on drawing confidently but precisely when drawing smaller forms with the arm? I just made it to lesson 5, and I’m noticing that there’s a lot of small details that have to be added in the construction process, especially in the head (eye sockets, muzzle construction, etc). I feel like I can’t be precise enough when I’m drawing these smaller forms with the arm. They either end up being too wobbly from a slow stroke, or too big when I try and draw with force. I’m trying to avoid falling back into the habit of using my wrist. I’ve had this problem in the previous lesson when trying to draw skinny insect legs or antennae, which either ended up being too fat, or too wobbly. Any advice?
|
ghntv8e
|
ghmoh1l
| 1,609,463,384 | 1,609,440,224 | 17 | 15 |
Quote from Lesson 1, added emphasis: **I am not saying that we never draw from the wrist**. As mentioned above, there are things the wrist excels at - specifically drawing stiff but precise marks, which may come up frequently in very tight areas of detail or texture. As explained in the next section however, we are primarily going to be drawing from the shoulder, **especially through these first few lessons**, because those exercises demand lines that flow smoothly and consistently. Furthermore, the majority of people are already far more capable of drawing with their wrists than they are with their shoulders. Always remember that the exercises and lessons we're doing here are intended to build out your skill set. To put it simply, these lessons aim to teach you what you need to know in the long run - not what will necessarily be easiest right now. Generally speaking, we try to avoid the path of least resistance, and focus instead on what is of greatest overall value. ..... **But it will also make it so when you are faced with the decision of which pivot to use for a given mark, you will make that decision entirely on what the best option is, rather than what suits you best.** In an effort to not re-state this entire page, draw from the shoulder is not a rule, it is a strong suggestion that gets weaker as you move through the lessons.
|
As far as I know, there is no problem in using wrist and elbow movement. The reason for the Shoulder rule is to make yourself learn a better form of drawing, and stay away from the path of least resistance (wrist and elbow, because you used them your whole life). If you learn the shoulder movements, you can insert the others. If I'm not wrong, on the video talking about shoulder movement, Uncomfortable said that, and even said that elbow and wrist are really good pivots for drawing, and we shouldn't use them at the start with the objective of learning the "more difficult to grasp" shoulder movement.
| 1 | 23,160 | 1.133333 | ||
kntbib
|
artfundamentals_train
| 0.99 |
Advice on drawing confidently but precisely when drawing smaller forms with the arm? I just made it to lesson 5, and I’m noticing that there’s a lot of small details that have to be added in the construction process, especially in the head (eye sockets, muzzle construction, etc). I feel like I can’t be precise enough when I’m drawing these smaller forms with the arm. They either end up being too wobbly from a slow stroke, or too big when I try and draw with force. I’m trying to avoid falling back into the habit of using my wrist. I’ve had this problem in the previous lesson when trying to draw skinny insect legs or antennae, which either ended up being too fat, or too wobbly. Any advice?
|
ghntv8e
|
ghmnzny
| 1,609,463,384 | 1,609,439,974 | 17 | 2 |
Quote from Lesson 1, added emphasis: **I am not saying that we never draw from the wrist**. As mentioned above, there are things the wrist excels at - specifically drawing stiff but precise marks, which may come up frequently in very tight areas of detail or texture. As explained in the next section however, we are primarily going to be drawing from the shoulder, **especially through these first few lessons**, because those exercises demand lines that flow smoothly and consistently. Furthermore, the majority of people are already far more capable of drawing with their wrists than they are with their shoulders. Always remember that the exercises and lessons we're doing here are intended to build out your skill set. To put it simply, these lessons aim to teach you what you need to know in the long run - not what will necessarily be easiest right now. Generally speaking, we try to avoid the path of least resistance, and focus instead on what is of greatest overall value. ..... **But it will also make it so when you are faced with the decision of which pivot to use for a given mark, you will make that decision entirely on what the best option is, rather than what suits you best.** In an effort to not re-state this entire page, draw from the shoulder is not a rule, it is a strong suggestion that gets weaker as you move through the lessons.
|
remindme! 1 day
| 1 | 23,410 | 8.5 | ||
kntbib
|
artfundamentals_train
| 0.99 |
Advice on drawing confidently but precisely when drawing smaller forms with the arm? I just made it to lesson 5, and I’m noticing that there’s a lot of small details that have to be added in the construction process, especially in the head (eye sockets, muzzle construction, etc). I feel like I can’t be precise enough when I’m drawing these smaller forms with the arm. They either end up being too wobbly from a slow stroke, or too big when I try and draw with force. I’m trying to avoid falling back into the habit of using my wrist. I’ve had this problem in the previous lesson when trying to draw skinny insect legs or antennae, which either ended up being too fat, or too wobbly. Any advice?
|
ghmnzny
|
ghmoh1l
| 1,609,439,974 | 1,609,440,224 | 2 | 15 |
remindme! 1 day
|
As far as I know, there is no problem in using wrist and elbow movement. The reason for the Shoulder rule is to make yourself learn a better form of drawing, and stay away from the path of least resistance (wrist and elbow, because you used them your whole life). If you learn the shoulder movements, you can insert the others. If I'm not wrong, on the video talking about shoulder movement, Uncomfortable said that, and even said that elbow and wrist are really good pivots for drawing, and we shouldn't use them at the start with the objective of learning the "more difficult to grasp" shoulder movement.
| 0 | 250 | 7.5 | ||
c1dipb
|
artfundamentals_train
| 0.98 |
Is there a correct posture you should be sitting in while drawing?
|
ere4tgr
|
ere5hv0
| 1,560,773,567 | 1,560,774,274 | 4 | 21 |
Like the hunchback of Notre dame xD
|
To be honest, the best advice I ever got was to not sit for too long without breaks and to not hunch over your tablet/paper. Also remember to exercise and eat healthy in the long term. It doesn't seem important for starters but after you get some time in you really start to feel your body degrading (if you don't take good care of yourself). This is really important for anybody but especially for someone spending most of their day sitting. Good luck and take care of yourself!
| 0 | 707 | 5.25 | ||
pbsluj
|
artfundamentals_train
| 0.93 |
Drawabox Vs Observational Drawing? Hi everyone, Is drawabox different/better than the type of observational drawing taught at a typical university drawing course? I personally am struggling with the observational drawing and am wondering if drawabox can be advantageous for someone like myself
|
hafhjin
|
haec4cs
| 1,629,989,043 | 1,629,962,968 | 11 | 6 |
DAB’s 50% rule really avoids forcing you to make a choice between these two alternatives. The 50% rule says you should spend at least 50% of your drawing time NOT working on DAB lessons. In other words, however much time you spend on DAB, you should spend at least that much time drawing your own life interests. Spending that time applying the skills you’re developing in DAB to your observational drawing sounds like a perfect mix for you.
|
Drawabox sounds like exactly what you need! It’s already helped my observational drawing a ton.
| 1 | 26,075 | 1.833333 | ||
ovtrz5
|
artfundamentals_train
| 0.88 |
How do I critique my own work if there's no one around to check it? Just a quick question. I know working in a vacuum is discouraged but just in case my post wont be noticed or cases like that how would I go on checking my own work?
|
h7cojox
|
h7c931t
| 1,627,849,702 | 1,627,842,323 | 6 | 3 |
Look at it in a mirror, it will flip the perspective and help you see it with a fresh eye. Also make sure you know what you’re basing success off of, like what kind of style are you trying to achieve because that should make your feedback different. Realistic art in my opinion is easiest to critique because you know what the goal is… and you have sources to compare the work to. If that’s not your goal ask yourself what is.
|
Look at it up side down
| 1 | 7,379 | 2 | ||
ovtrz5
|
artfundamentals_train
| 0.88 |
How do I critique my own work if there's no one around to check it? Just a quick question. I know working in a vacuum is discouraged but just in case my post wont be noticed or cases like that how would I go on checking my own work?
|
h7d5od4
|
h7c931t
| 1,627,858,094 | 1,627,842,323 | 5 | 3 |
Assuming you are talking about the Drawabox lessons, you can look through the "common mistakes" section of each exercise to check if you made any of them. Also highly recommended to upload full lesson for community critique on the website anyway. If you want guaranteed community critique, you can also join the discord and ask for more info there on how to receive that
|
Look at it up side down
| 1 | 15,771 | 1.666667 | ||
ovtrz5
|
artfundamentals_train
| 0.88 |
How do I critique my own work if there's no one around to check it? Just a quick question. I know working in a vacuum is discouraged but just in case my post wont be noticed or cases like that how would I go on checking my own work?
|
h7c931t
|
h7d5yeu
| 1,627,842,323 | 1,627,858,235 | 3 | 4 |
Look at it up side down
|
Take a photo of it. Go do something for five mins and then look at the photo again. Sometimes it helps to zoom right in or look at it as a thumbnail.
| 0 | 15,912 | 1.333333 | ||
ituwpf
|
artfundamentals_train
| 0.78 |
Q: Would it be alright to use 0.3 mm markers? Hi. Since the lock down is still on where I am, I can't go out to buy 0.5 mm fineliners to do the Drawabox lessons. I have other markers, but miraculously, they have all stopped working (probably due to unknown misuse/overuse). Is using 0.3 mm markers to do the homeworks really such a bad thing?
|
g5i3j5p
|
g5ix3bv
| 1,600,284,783 | 1,600,297,816 | 2 | 4 |
I think the point is to use pressure to make thicker lines rather than using a bigger pen. At least that was my understanding
|
Ultimately we're limited to what we have, but generally speaking I like my students to stick between 0.4mm to 0.6mm if at all possible. 0.3mm does get into the territory of being quite thin.
| 0 | 13,033 | 2 | ||
ituwpf
|
artfundamentals_train
| 0.78 |
Q: Would it be alright to use 0.3 mm markers? Hi. Since the lock down is still on where I am, I can't go out to buy 0.5 mm fineliners to do the Drawabox lessons. I have other markers, but miraculously, they have all stopped working (probably due to unknown misuse/overuse). Is using 0.3 mm markers to do the homeworks really such a bad thing?
|
g5ix3bv
|
g5ii9w3
| 1,600,297,816 | 1,600,290,915 | 4 | 2 |
Ultimately we're limited to what we have, but generally speaking I like my students to stick between 0.4mm to 0.6mm if at all possible. 0.3mm does get into the territory of being quite thin.
|
If you have to use pencil just make it work... Just like the rules for inktober, even though the "rules" said this and this, the fundamentals doesn't change...
| 1 | 6,901 | 2 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhxcmjz
|
hhw421u
| 1,635,119,749 | 1,635,100,358 | 5 | 4 |
I wish I had some art to show you. I went from drawing stuff no one could recognize to being able to draw objects at least fairly well. I used a different system but the principles are the same. I went through Charles Bargue - you can get online for free. There is an important difference. Make it fun, Charles isn’t a full course and doesn’t have that element so it can become a mental drain if not taken with the right attitude.
|
I have seen a lot of improvement but to be completely transparent, I spent nearly all of my downtime during the pandemic working towards the specific goal of being able to draw. DrawABox gave me the early foundation to continue with confidence and my own desire to find as many learning resources as possible took over soon after. I have a long way to go but the fundamentals instilled by starting with DrawABox has given me a much better understanding of the obstacles ahead and the confidence to tackle them head on.
| 1 | 19,391 | 1.25 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhwxgo3
|
hhxcmjz
| 1,635,112,507 | 1,635,119,749 | 4 | 5 |
Yes! I vastly improved from doing this starting from scratch in 2019. If you look on my IG, @katsatana, there’s a comparison of my first piece of art to a recent one and the difference is huge.
|
I wish I had some art to show you. I went from drawing stuff no one could recognize to being able to draw objects at least fairly well. I used a different system but the principles are the same. I went through Charles Bargue - you can get online for free. There is an important difference. Make it fun, Charles isn’t a full course and doesn’t have that element so it can become a mental drain if not taken with the right attitude.
| 0 | 7,242 | 1.25 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhxcmjz
|
hhx6gyh
| 1,635,119,749 | 1,635,116,695 | 5 | 3 |
I wish I had some art to show you. I went from drawing stuff no one could recognize to being able to draw objects at least fairly well. I used a different system but the principles are the same. I went through Charles Bargue - you can get online for free. There is an important difference. Make it fun, Charles isn’t a full course and doesn’t have that element so it can become a mental drain if not taken with the right attitude.
|
There are fundamental ideas that will substantially improve your work at the early levels. And then part of it is finding the medium that works with your style Let me see if I can find a link to a book about the early fundamentals of drawing. Some super basic ideas, once understood change not just how you yourself draw but how you see other artwork and then you begin to see it everywhere My younger brother does mural sized graffiti and he says it’s the same in that medium. -that there are super basic concepts that if you don’t know or can’t figure out for yourself. Your work will always look sloppy. It does not translate to other mediums. But it’s exactly the same idea https://conceptartempire.com/what-are-the-fundamentals/ I can’t find the book I read back in high school. But here are some similar links https://johnmuirlaws.com/fundamental-drawing-techniques-video-workshop/ There are more. Always go to fundamentals first and then. When you get that your skill substantially take a step up
| 1 | 3,054 | 1.666667 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhxcmjz
|
hhx34bb
| 1,635,119,749 | 1,635,115,109 | 5 | 3 |
I wish I had some art to show you. I went from drawing stuff no one could recognize to being able to draw objects at least fairly well. I used a different system but the principles are the same. I went through Charles Bargue - you can get online for free. There is an important difference. Make it fun, Charles isn’t a full course and doesn’t have that element so it can become a mental drain if not taken with the right attitude.
|
Another thing to remember is that people might not post work at that level of drawing. They're either not proud of it, not ready to post art, or unaware of platforms where they could post. There are definitely artists who will post comparisons to their old work, but even then, it's not necessarily going to be at the level you think you're currently drawing at. Additionally, part of the reason you think their art looks better is because it's not yours. We're very critical of our own stuff, and when we look at other people's pieces, we don't have that pent up insecurity pulling our opinions down. If anything, insecurity tends to skew your perspective in favor of someone else's art. This insecurity isn't going to go away. You're pretty much always going to have confidence issues with some or all of your work. Similarly, some of your art will just turn out bad, and that's okay. All I can say is try and take a deep breath and don't judge your value by someone else's art. If you can learn something from their art, great! Otherwise, appreciate it as a nice piece of art and practice not feeling bad about your own stuff while looking at it.
| 1 | 4,640 | 1.666667 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhxawjn
|
hhxcmjz
| 1,635,118,878 | 1,635,119,749 | 2 | 5 |
I know how you're feeling. We are the same. I'm not done with DrawABox yet (only on 120 box out of 250 on "Box Challenge" from Lesson 1) so my experience may not be worth much, but I didn't see a significant improvement as of yet. However there is a small one, which I didn't see in more than two years of previous practice with no results. You could say I graduated from drawing like a demon possessed child to a caveman drawing (anime-like) trolls, very roughly. If you're interested I can share with you my drawings from the 50% rule in private on my Google Drive. I'm way too embarrassed to share them here haha.
|
I wish I had some art to show you. I went from drawing stuff no one could recognize to being able to draw objects at least fairly well. I used a different system but the principles are the same. I went through Charles Bargue - you can get online for free. There is an important difference. Make it fun, Charles isn’t a full course and doesn’t have that element so it can become a mental drain if not taken with the right attitude.
| 0 | 871 | 2.5 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhx6gyh
|
hhy2bwn
| 1,635,116,695 | 1,635,133,103 | 3 | 4 |
There are fundamental ideas that will substantially improve your work at the early levels. And then part of it is finding the medium that works with your style Let me see if I can find a link to a book about the early fundamentals of drawing. Some super basic ideas, once understood change not just how you yourself draw but how you see other artwork and then you begin to see it everywhere My younger brother does mural sized graffiti and he says it’s the same in that medium. -that there are super basic concepts that if you don’t know or can’t figure out for yourself. Your work will always look sloppy. It does not translate to other mediums. But it’s exactly the same idea https://conceptartempire.com/what-are-the-fundamentals/ I can’t find the book I read back in high school. But here are some similar links https://johnmuirlaws.com/fundamental-drawing-techniques-video-workshop/ There are more. Always go to fundamentals first and then. When you get that your skill substantially take a step up
|
I hate to say it but I think I'm getting worse. I know I should practice more but it's hard when I don't see any improvement.
| 0 | 16,408 | 1.333333 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhx34bb
|
hhy2bwn
| 1,635,115,109 | 1,635,133,103 | 3 | 4 |
Another thing to remember is that people might not post work at that level of drawing. They're either not proud of it, not ready to post art, or unaware of platforms where they could post. There are definitely artists who will post comparisons to their old work, but even then, it's not necessarily going to be at the level you think you're currently drawing at. Additionally, part of the reason you think their art looks better is because it's not yours. We're very critical of our own stuff, and when we look at other people's pieces, we don't have that pent up insecurity pulling our opinions down. If anything, insecurity tends to skew your perspective in favor of someone else's art. This insecurity isn't going to go away. You're pretty much always going to have confidence issues with some or all of your work. Similarly, some of your art will just turn out bad, and that's okay. All I can say is try and take a deep breath and don't judge your value by someone else's art. If you can learn something from their art, great! Otherwise, appreciate it as a nice piece of art and practice not feeling bad about your own stuff while looking at it.
|
I hate to say it but I think I'm getting worse. I know I should practice more but it's hard when I don't see any improvement.
| 0 | 17,994 | 1.333333 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hhy2bwn
|
hhxawjn
| 1,635,133,103 | 1,635,118,878 | 4 | 2 |
I hate to say it but I think I'm getting worse. I know I should practice more but it's hard when I don't see any improvement.
|
I know how you're feeling. We are the same. I'm not done with DrawABox yet (only on 120 box out of 250 on "Box Challenge" from Lesson 1) so my experience may not be worth much, but I didn't see a significant improvement as of yet. However there is a small one, which I didn't see in more than two years of previous practice with no results. You could say I graduated from drawing like a demon possessed child to a caveman drawing (anime-like) trolls, very roughly. If you're interested I can share with you my drawings from the 50% rule in private on my Google Drive. I'm way too embarrassed to share them here haha.
| 1 | 14,225 | 2 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hi6675q
|
hhxawjn
| 1,635,285,751 | 1,635,118,878 | 3 | 2 |
This is my first real “official” program besides an art program lecture in 8th grade. Just finished the 250 box challenge and my lines are much cleaner so far, and I’ve noticed I can draw things I’m already used too more quickly. Would I say improvement is “dramatic”? No. But definitely much more so than simply drawing for fun when I feel like it
|
I know how you're feeling. We are the same. I'm not done with DrawABox yet (only on 120 box out of 250 on "Box Challenge" from Lesson 1) so my experience may not be worth much, but I didn't see a significant improvement as of yet. However there is a small one, which I didn't see in more than two years of previous practice with no results. You could say I graduated from drawing like a demon possessed child to a caveman drawing (anime-like) trolls, very roughly. If you're interested I can share with you my drawings from the 50% rule in private on my Google Drive. I'm way too embarrassed to share them here haha.
| 1 | 166,873 | 1.5 | ||
qep2i8
|
artfundamentals_train
| 0.91 |
Have any actual beginner improved significantly? Some art I have seen from people is amazing but then when you check their profile they were already beyond my wildest dreams prior to doing this. I can't draw straight line to save my life my art level is "Being picked last for a team at my 6 year old son's birthday party charades game" Have any of you guys here have some progress pictures of you work where you progressed from below average nursery art work to semi-okay not amazing work?
|
hi6675q
|
hhypunf
| 1,635,285,751 | 1,635,150,913 | 3 | 2 |
This is my first real “official” program besides an art program lecture in 8th grade. Just finished the 250 box challenge and my lines are much cleaner so far, and I’ve noticed I can draw things I’m already used too more quickly. Would I say improvement is “dramatic”? No. But definitely much more so than simply drawing for fun when I feel like it
|
I’ve seen improvement in my own work so far, but I’ve been drawing for years. Then I suggested it to my cousin who’s a total beginner and holy hell! His improvements have blown me away, and he’s only on lesson 2!
| 1 | 134,838 | 1.5 | ||
r0thdj
|
artfundamentals_train
| 0.89 |
Do any of you start using Contour Lines more often? I know that Drawabox says not to abuse contour lines without a purpose but i find that when i use them more they really help me give an idea of the surfaces of 3d shape and forms, when i know the surface it helps me put the down the shadows. Is this right? I know that if your inking its too much lines so i just do it for creative pencil drawings.
|
hlxqt6d
|
hlxs0i9
| 1,637,781,504 | 1,637,781,975 | 0 | 1 |
Nice post!
|
I would say if it's helpful to you, go for it! If you get good results AND you've given fair effort into other methods, then it's clear it works best for you! Sometimes "best practice" isn't agreed upon across the industry for a reason. :)
| 0 | 471 | 1,000 | ||
c72gn6
|
artfundamentals_train
| 0.87 |
What podcasts/YouTube channels/etc. do you watch/listen to? As the title says. I’ve listened to all of the 3 Point Perspective & Draftsmen podcasts, as well and dipping in and out of Feng Zhu’s YouTube Channel. Have you guys and gals got anything you’d recommend?
|
esd91i9
|
esdlmr4
| 1,561,850,519 | 1,561,861,147 | 4 | 5 |
Modern day james on YouTube 🤙
|
Love life drawing has good content also
| 0 | 10,628 | 1.25 | ||
c72gn6
|
artfundamentals_train
| 0.87 |
What podcasts/YouTube channels/etc. do you watch/listen to? As the title says. I’ve listened to all of the 3 Point Perspective & Draftsmen podcasts, as well and dipping in and out of Feng Zhu’s YouTube Channel. Have you guys and gals got anything you’d recommend?
|
esdlmr4
|
esdkbpq
| 1,561,861,147 | 1,561,860,016 | 5 | 3 |
Love life drawing has good content also
|
Aaron Blaise's YT channel is pretty good
| 1 | 1,131 | 1.666667 | ||
d4o2zf
|
artfundamentals_train
| 0.94 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0feej3
|
f0f45ad
| 1,568,582,059 | 1,568,577,698 | 16 | 7 |
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
|
More than anything. This was the biggest thing that proved to me I could actually improve and learn to draw. Fundamentals are so important, I feel the compulsion to advocate for them a lot.
| 1 | 4,361 | 2.285714 | ||
d4o2zf
|
artfundamentals_train
| 0.94 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0feej3
|
f0ettdo
| 1,568,582,059 | 1,568,573,357 | 16 | 4 |
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
|
I know how to draw a circle, that was the big stumbling block.
| 1 | 8,702 | 4 | ||
d4o2zf
|
artfundamentals_train
| 0.94 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0fdem0
|
f0feej3
| 1,568,581,633 | 1,568,582,059 | 5 | 16 |
I haven’t gotten through the whole thing. I got burned out part way through. I am going to start again though. I have picked up a lot and it solidified that I wanted to keep drawing. It helped me with some basics and made me look into other tutorials. I recommend the lessons.
|
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
| 0 | 426 | 3.2 | ||
d4o2zf
|
artfundamentals_train
| 0.94 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0f45ad
|
f0ettdo
| 1,568,577,698 | 1,568,573,357 | 7 | 4 |
More than anything. This was the biggest thing that proved to me I could actually improve and learn to draw. Fundamentals are so important, I feel the compulsion to advocate for them a lot.
|
I know how to draw a circle, that was the big stumbling block.
| 1 | 4,341 | 1.75 | ||
d4o2zf
|
artfundamentals_train
| 0.94 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0fdem0
|
f0ettdo
| 1,568,581,633 | 1,568,573,357 | 5 | 4 |
I haven’t gotten through the whole thing. I got burned out part way through. I am going to start again though. I have picked up a lot and it solidified that I wanted to keep drawing. It helped me with some basics and made me look into other tutorials. I recommend the lessons.
|
I know how to draw a circle, that was the big stumbling block.
| 1 | 8,276 | 1.25 | ||
cnut6h
|
artfundamentals_train
| 1 |
What do when you fuck up a construction line? Start the drawing over? Commit to fucked up construction line and have the whole drawing or part of it skewed? Cross out and draw another on top of it and then ignore the fucked up one?
|
ewe6m0n
|
ewe8kvz
| 1,565,315,705 | 1,565,317,143 | 2 | 7 |
The real answer is to commit to your mistakes and respect the construction even if it's wrong. I admittedly don't follow that advice and just start over again. Don't be like me.
|
Commit to the line and continue building around it. Also, I've noticed that you've a tendency to post your drawings multiple times a day, one by one. Please compile them into a single post instead - you're pushing down others' posts, and this community already has considerable trouble with students' work getting drowned out before they get any useful feedback.
| 0 | 1,438 | 3.5 | ||
d4o2zf
|
artfundamentals_train
| 0.93 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0f45ad
|
f0feej3
| 1,568,577,698 | 1,568,582,059 | 8 | 17 |
More than anything. This was the biggest thing that proved to me I could actually improve and learn to draw. Fundamentals are so important, I feel the compulsion to advocate for them a lot.
|
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
| 0 | 4,361 | 2.125 | ||
d4o2zf
|
artfundamentals_train
| 0.93 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0ettdo
|
f0feej3
| 1,568,573,357 | 1,568,582,059 | 5 | 17 |
I know how to draw a circle, that was the big stumbling block.
|
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
| 0 | 8,702 | 3.4 | ||
d4o2zf
|
artfundamentals_train
| 0.93 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0feej3
|
f0fdem0
| 1,568,582,059 | 1,568,581,633 | 17 | 5 |
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
|
I haven’t gotten through the whole thing. I got burned out part way through. I am going to start again though. I have picked up a lot and it solidified that I wanted to keep drawing. It helped me with some basics and made me look into other tutorials. I recommend the lessons.
| 1 | 426 | 3.4 | ||
d4o2zf
|
artfundamentals_train
| 0.93 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0ettdo
|
f0f45ad
| 1,568,573,357 | 1,568,577,698 | 5 | 8 |
I know how to draw a circle, that was the big stumbling block.
|
More than anything. This was the biggest thing that proved to me I could actually improve and learn to draw. Fundamentals are so important, I feel the compulsion to advocate for them a lot.
| 0 | 4,341 | 1.6 | ||
cnut6h
|
artfundamentals_train
| 1 |
What do when you fuck up a construction line? Start the drawing over? Commit to fucked up construction line and have the whole drawing or part of it skewed? Cross out and draw another on top of it and then ignore the fucked up one?
|
ewe8kvz
|
ewe6m0n
| 1,565,317,143 | 1,565,315,705 | 7 | 2 |
Commit to the line and continue building around it. Also, I've noticed that you've a tendency to post your drawings multiple times a day, one by one. Please compile them into a single post instead - you're pushing down others' posts, and this community already has considerable trouble with students' work getting drowned out before they get any useful feedback.
|
The real answer is to commit to your mistakes and respect the construction even if it's wrong. I admittedly don't follow that advice and just start over again. Don't be like me.
| 1 | 1,438 | 3.5 | ||
d4o2zf
|
artfundamentals_train
| 0.89 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0feej3
|
f0f45ad
| 1,568,582,059 | 1,568,577,698 | 17 | 8 |
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
|
More than anything. This was the biggest thing that proved to me I could actually improve and learn to draw. Fundamentals are so important, I feel the compulsion to advocate for them a lot.
| 1 | 4,361 | 2.125 | ||
d4o2zf
|
artfundamentals_train
| 0.89 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0feej3
|
f0ettdo
| 1,568,582,059 | 1,568,573,357 | 17 | 4 |
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
|
I know how to draw a circle, that was the big stumbling block.
| 1 | 8,702 | 4.25 | ||
d4o2zf
|
artfundamentals_train
| 0.89 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0feej3
|
f0fdem0
| 1,568,582,059 | 1,568,581,633 | 17 | 4 |
It made me realize how fast I can improve, if I really focus on one thing. I feel like doing the exercises made me a better self-teacher, even if I use other YouTube channels now. Specifically, it made me realize how much planning there is in drawing, and how to use a reference without making a like for like copy.
|
I haven’t gotten through the whole thing. I got burned out part way through. I am going to start again though. I have picked up a lot and it solidified that I wanted to keep drawing. It helped me with some basics and made me look into other tutorials. I recommend the lessons.
| 1 | 426 | 4.25 | ||
d4o2zf
|
artfundamentals_train
| 0.89 |
How has Art Fundamentals helped you improve? I don't know if this is against the rules. If it is, I apologize. But speaking specifically of the Draw a Box lessons, I'm wondering about people who've gone through all the lessons. How long did it take you? What improvements did you see from the 1st to last lesson, and how did you grow along the way? I tried looking for past threads about "before and after" pics of people's 1st and last lessons. I think Draw a Box is an amazing class and I hope to be done with Lesson 1 soon :)
|
f0ettdo
|
f0f45ad
| 1,568,573,357 | 1,568,577,698 | 4 | 8 |
I know how to draw a circle, that was the big stumbling block.
|
More than anything. This was the biggest thing that proved to me I could actually improve and learn to draw. Fundamentals are so important, I feel the compulsion to advocate for them a lot.
| 0 | 4,341 | 2 | ||
himc90
|
askacademia_train
| 0.99 |
In an interview right before receiving the 2013 Nobel prize in physics, Peter Higgs stated that he wouldn't be able to get an academic job today, because he wouldn't be regarded as productive enough. > By the time he retired in 1996, he was uncomfortable with the new academic culture. "After I retired it was quite a long time before I went back to my department. I thought I was well out of it. It wasn't my way of doing things any more. Today I wouldn't get an academic job. It's as simple as that. I don't think I would be regarded as productive enough." Another interesting quote from the article is the following: > He doubts a similar breakthrough could be achieved in today's academic culture, because of the expectations on academics to collaborate and keep churning out papers. He said: "It's difficult to imagine how I would ever have enough peace and quiet in the present sort of climate to do what I did in 1964." Source (the whole article is pretty interesting): http://theguardian.com/science/2013/dec/06/peter-higgs-boson-academic-system
|
fwhnqat
|
fwhp8d4
| 1,593,535,113 | 1,593,535,824 | 54 | 57 |
Currently wrapping up my PhD. There is a stark difference in work balance life between students in my lab who are focused on industry and those focused on academia. The ones in academia feel an immense stress to get high level publications (some staying 8+ years to try to push something into nature/science). The competition has become cut throat. This is a trend not just in America but in Europe, Asia and middle east. International graduate students tell me in China go back 20 years, having any ACS publication from american university is enough to get professorship. Now you better come stacked with publications and at least one nature/science. American universities are even more competitive. How many publications, how many conferences, how many patents...
|
It’s ironic to me that research has shown that productivity isn’t all it’s cracked up to be yet here we are.
| 0 | 711 | 1.055556 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlczr1
|
fqlldif
| 1,589,454,386 | 1,589,460,984 | 5 | 17 |
And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us.
|
I'm pretty strict on time, to the point where I'll cut off the presentation if it goes over the alloted time (typically, I'll also give them a warning when they're halfway through their time and another when a minute is left). Getting your point accross concisely is a valuable skill and important to master in a business environment. In a similar vein, I put a max word/page count on assignments instead of a minimum. Students often seem surprised at that.
| 0 | 6,598 | 3.4 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlln6q
|
fqlvtxc
| 1,589,461,159 | 1,589,467,007 | 6 | 7 |
Profs can be oblivious? What’s new!
|
This sounds like a problem with a specific professor. If my grading rubric has a time incorporated, you lose just as many points for going over as you do for going way under.
| 0 | 5,848 | 1.166667 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlvtxc
|
fqlczr1
| 1,589,467,007 | 1,589,454,386 | 7 | 5 |
This sounds like a problem with a specific professor. If my grading rubric has a time incorporated, you lose just as many points for going over as you do for going way under.
|
And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us.
| 1 | 12,621 | 1.4 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlvtxc
|
fqlnn55
| 1,589,467,007 | 1,589,462,425 | 7 | 5 |
This sounds like a problem with a specific professor. If my grading rubric has a time incorporated, you lose just as many points for going over as you do for going way under.
|
This would be totally unacceptable in my class. Every 5% over (or under) time is 5% off the grade.
| 1 | 4,582 | 1.4 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlln6q
|
fqm6w3j
| 1,589,461,159 | 1,589,472,521 | 6 | 7 |
Profs can be oblivious? What’s new!
|
I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too...
| 0 | 11,362 | 1.166667 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlln6q
|
fqlczr1
| 1,589,461,159 | 1,589,454,386 | 6 | 5 |
Profs can be oblivious? What’s new!
|
And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us.
| 1 | 6,773 | 1.2 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlczr1
|
fqm6w3j
| 1,589,454,386 | 1,589,472,521 | 5 | 7 |
And when your teacher doesn't listen or pay attention to your presentation even you do not go over time limit? I did experienced that a week ago with my group and I still feel frustrated. We were the only group that he didn't pay attention at all. We put so much effort in that presentation! I felt very useless and depressed when I noticed that he didn't have the effort to listen us.
|
I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too...
| 0 | 18,135 | 1.4 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqm6w3j
|
fqlnn55
| 1,589,472,521 | 1,589,462,425 | 7 | 5 |
I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too...
|
This would be totally unacceptable in my class. Every 5% over (or under) time is 5% off the grade.
| 1 | 10,096 | 1.4 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqm6w3j
|
fqm1ai6
| 1,589,472,521 | 1,589,469,773 | 7 | 5 |
I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too...
|
I don't. If you get 15 minutes, your presentation has to be between 14 and 16 minutes. If you run short, engage the audience with questions. If you're running long, which you shouldn't (you practiced, right?), wind it up. I penalize if you go over 16 minutes, and I'll cut you off at 20 (maybe sooner, depending on how tight we are for time for the day). I would never reward students for going three times the allotted time. They'd never come close to finishing their presentation by the time I stopped them.
| 1 | 2,748 | 1.4 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqm6w3j
|
fqlwmce
| 1,589,472,521 | 1,589,467,418 | 7 | 2 |
I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too...
|
I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off.
| 1 | 5,103 | 3.5 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqm6w3j
|
fqm64ya
| 1,589,472,521 | 1,589,472,155 | 7 | 2 |
I did a poster presentation where the time limer was 5 mins, including questions. I presented within the time limits, but no one else in my group did. The « winner » was a student that went 5 minutes over time. It sucked because I could have done a lot better with that 5 extra minutes too...
|
Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter".
| 1 | 366 | 3.5 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlwmce
|
fqm1ai6
| 1,589,467,418 | 1,589,469,773 | 2 | 5 |
I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off.
|
I don't. If you get 15 minutes, your presentation has to be between 14 and 16 minutes. If you run short, engage the audience with questions. If you're running long, which you shouldn't (you practiced, right?), wind it up. I penalize if you go over 16 minutes, and I'll cut you off at 20 (maybe sooner, depending on how tight we are for time for the day). I would never reward students for going three times the allotted time. They'd never come close to finishing their presentation by the time I stopped them.
| 0 | 2,355 | 2.5 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqmk1xx
|
fqn7c3a
| 1,589,478,729 | 1,589,489,892 | 4 | 5 |
Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting.
|
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
| 0 | 11,163 | 1.25 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqn9vun
|
fqmk1xx
| 1,589,491,136 | 1,589,478,729 | 5 | 4 |
Yikes. I tell my students that if they turn in a 30 minute presentation video (online class) I’m not watching it. 3-5 minutes for the first topic and 5-10 for the second. Anymore than that and I’m probably tuning out.
|
Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting.
| 1 | 12,407 | 1.25 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqmk1xx
|
fqmdm8f
| 1,589,478,729 | 1,589,475,702 | 4 | 3 |
Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting.
|
brevity is beautiful.
| 1 | 3,027 | 1.333333 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlwmce
|
fqmk1xx
| 1,589,467,418 | 1,589,478,729 | 2 | 4 |
I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off.
|
Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting.
| 0 | 11,311 | 2 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqmk1xx
|
fqm64ya
| 1,589,478,729 | 1,589,472,155 | 4 | 2 |
Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting.
|
Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter".
| 1 | 6,574 | 2 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqmk1xx
|
fqmd5ha
| 1,589,478,729 | 1,589,475,484 | 4 | 2 |
Yes. Part of what we are teaching at the college level is professionalism. You will not be praised in industry, nonprofits, or government if you regularly use up more than your allotted time slot for presentations. Not that this doesn’t happen everywhere quite a bit, especially in academia. But it’s just as irritating in a business setting as it is in a college setting.
|
This is a terrible thing to let students get away with, in my view. When you're in the field presenting to clients, committees, etc., they typically prefer when you can wrap it up and get to the essentials fast. They never want to feel like they spent too much time on something. Shameful to let students go out into their fields with those habits.
| 1 | 3,245 | 2 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqmdm8f
|
fqn7c3a
| 1,589,475,702 | 1,589,489,892 | 3 | 5 |
brevity is beautiful.
|
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
| 0 | 14,190 | 1.666667 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqn7c3a
|
fqml16o
| 1,589,489,892 | 1,589,479,196 | 5 | 3 |
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
|
On a more general and pertinent tangent: If you're given a time limit, stick to it. Presenters have an implicit agreement with their audience where the audience is giving you a certain amount of their time. If you command their attention for longer, you're being rude and selfish in taking more than was agreed upon.
| 1 | 10,696 | 1.666667 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqn7c3a
|
fqmuioq
| 1,589,489,892 | 1,589,483,749 | 5 | 3 |
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
|
All my professors have been extremely strict with the time limit. No presentation in a class of 20+ students should take up a 75% of class time.
| 1 | 6,143 | 1.666667 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqn3sid
|
fqn7c3a
| 1,589,488,187 | 1,589,489,892 | 3 | 5 |
This is one of the perks of grading all assignments with a rubric, and students having the rubric a head of time. Adhering to the time limit is a column on my presentations rubric.
|
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
| 0 | 1,705 | 1.666667 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqlwmce
|
fqn7c3a
| 1,589,467,418 | 1,589,489,892 | 2 | 5 |
I feel really lucky that I didn't experience this in my program. It was geared towards practitioners so the time limit on presentations was a hard limit. If a policy maker wouldn't sit through it because it was too long the faculty member would cut it off.
|
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
| 0 | 22,474 | 2.5 | ||
gjiz1j
|
askacademia_train
| 0.95 |
If any professor is reading this: please do not praise students keeping their presentations much longer than you said it should be because it covers more. It is unfair and an obvious sign of obliviousness. It is nonsense. Please. If you tell your students to keep their presentations at a certain length, do not praise the ones who go above the set time limit by half an hour and praise their work for its depth. This has happened to me second time now. My professor asks me to cover one of the most controversial and comprehensive subjects in social sciences in 10 minutes and rolls their eyes for it not having elaborated enough in certain aspects while praising the 40-minute-though-supposed-to-be-10-minute presentation of my classmate for covering more on the same subject. If there are any professors reading this; please don't do this. Some students put a lot of work into making the damn presentation as concise as possible and literally rehearse a few times so that they do not go over the time limit. Covering more by going waaaay above the limit you yourself set is not something to be encouraged. Nor is it fair.
|
fqm64ya
|
fqn7c3a
| 1,589,472,155 | 1,589,489,892 | 2 | 5 |
Absolutely, meeting a time limit is a skill that need to be practiced. I am in math and my supervisor is fond of quoting (well, paraphrasing) Pascal saying "I have made this letter longer than usual because I have not had time to make it shorter".
|
People who go overtime by quite a bit - like more than 1-2 for a 10 min or 10+ for longer talks - are one of my pet peeves. Just respect everyone's time and stay within the limit... I was judging some 8 min presentations on Zoom a few days ago. The most interesting one got the lowest score because they barely made it half-way through their talk when their time was up. They would have won if they had stayed on target.
| 0 | 17,737 | 2.5 |
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