#I hope this helps with answers

[alienoutsiderxeno]

Found the link where the pillows are being sold at.

I also have one as well. I only bring him down whenever I need comfort.

WHY IS HE AT THE THRIFT STORE

[hellsite-hall-of-fame]

do you have anything cheerful my brain just sprung Emotions (/neg) on me

my brain has also been springing negative emotions™

so i’ve gone through my photos looking for cheerful things for us both, I hope they help-

here’s a tiramisu with a powdered sugar heart-

here’s a baby goat and a cat-

here’s a goose and a turtle-

here are some cookies I made, in sunset lighting-

here are some disney ducks™ -

here’s a really pretty sunset-

here’s a terrifying but smiling ostrich-

and here’s rick :)

[hattiestgal]

If you don't mind my asking, how do you go about drawing fat? :3

JUST THE EXCUSE I WAS LOOKING FOR

So, for me personally, a lot of the time when I draw fat characters, I'm not looking to specifically capture the specifics of fat as much as the feel of fat. Bulkier, rounder shapes in the right places that has a feeling of weight to em! A lot of that is intuition and simplification at this point, but it all works on the same frame as just any ol' person. Like take this-

For example. This is the basis for any body shape, not just the more average one that it may imply. Sure- it can be that average body shape:

But also a fat one too!

And a big part of that is knowing where fat usually tends to bunch up on the body, so lets take a look piece by piece! (Please keep in mind this is very simplified, and not completely precise in some parts)

THE FACE: Cheeks (in purple) and especially the chin (in light blue) are the places where a lot of the fat is gonna wanna gather and round out on your face! Additionally, theres a small pocket of fat beneath the cranium on the backside of your head. It's small, but it is there. I believe fat can build up elsewhere like the bridge of your nose and forehead, but generally speaking, you're gonna have a whole lot more buildup in other places first.

THE TORSO: A lot of the fat built up on the torso is gonna be sent to your tummy. More cushioning for vital organs, mostly out of the way, it just makes sense. Additionally, the lower backs fat builds up and joins with a patch of fat on your sides that forms what is typically referred to as the love handles to make that double belly look. Along with this, the immediate next target for the torso is the breasts, followed by the upper back!

THE ARMS: For this limb, a VERY notable amount of the fat present builds up on the tricep and bicep areas, lessening once you get towards the flexor and extensor areas. You can almost think of the arm as a sort of triangular shape, wide side starting from the shoulder and tapering towards the hand, which itself mostly builds up fat around the back of the hand and the fingers. The shoulders themselves don't build up too much fat unless you got a lot

THE LEGS: And finally, you can think of the legs having pretty similar curves to what you're probably already used to thinking. The front of the thighs getting a big buildup, along with the back of the calves, the other parts being flatter in turn. As far as the feet go- similarly to the hands, the top of the feet, along with the heels get most of the buildup, as fat on your soles would impede mobility. The glute, hip and crotch area will also especially build up fat, lending to the same triangular shape that you can see in the arm!

A big thing to note with fat is that it tends to taper off towards joints. Your knees, elbows, shoulders, hips, and all the other places are gonna have significantly less fat so that you remain mobile and flexible, as that's important!

Now that we have an idea of where fat builds up on the body, you might have something that looks kinda like this

Which yes, does demonstrate a solid understanding of the places fat builds up, lacks the weight you're probably trying to convey, which brings us to out next point! Fat is well... heavy! Gravity is what gives fat much of it's shape, especially as you tread towards larger and larger bodies.

This is demonstrated really well on the arms especially-

Those big ol' bits of fat'll really start to sag when left hanging, and they will squish like hell if they run into something. I like to think of these bits of fat as big ol' ovals that squash and stretch depending on if there's an obstacle in their way or not

These are the important shapes to remember when it comes to the weightiness of fat! If you take all of this into mind, you should be getting something a lot closer to that shape you've been after!

Oh, and always remember that fat bodies come in all variety of shapes and sizes! Play around with a whole lot, and seek out all the resources you can! it'll really lend to your knowledge when it comes to this kinda stuff!

And as I always recommend when it comes to learning art- look at what your favorite artists do with fat bodies. See what you really like about the fat bodies they draw and try to replicate it in your own work, I promise you it's one of the most helpful things ever.

This is like the most basic of basics when it comes to drawing fat bodies though. If there's any additional thing about fat bodies, or maybe you want clarification on something, don't be afraid to ask! If there's enough to cover, I'll make an addition to this post!

[heartorbit]

bugs when you lift up a rock

[linkvcr]

HI HELLO IN HONOR OF DISABILITY PRIDE MONTH I HUMBLY REQUEST DISABLED SKYWARD SWORD LINK OF YOUR CHOOSING

HELLO HELLO! i decided to draw ur POTS hc for Link :-] hope u like it ^_^

[minzbins]

happy holidays kashi @jeonsupershy love from your carat secret santa ☃️🎄🎁❤️

cr. : win for WONWOO

[kusakichan15]

Im interested in drawing transformers fanart, do you by chance draw Transformers prime? if so could you tell or show me your sketching process for it?

This is the hard thing I can't explain to people about my process because I literally don't understand it myself, but the easiest way I manage to process detailed characters like with TFP is to just make the roughest and loosest sketch I possibly can, then hyper-fixate on the details on the second pass and all my clients will see how "rough" my rough sketches are coz Im basically just building the silhouettes in the lightest way possible...

I rely heavily on my lineart and just add flats to shade and color... And again I usually end up color picking stuff by eye and not really following my own references coz sometimes its so unsaturated or too saturated so I just play with the colors way way after and then the other details that are necessary and viola 0-0)/

This isnt really TFP but its one of my most recent pieces that show the same process my brain goes through but its the process that works well for me and what Ive gotten used to over the years of drawing robots and basically anything really...

[ash-and-starlight]

hiiii. as both an artist and a fan of atla and hades (the game), i really wanted to ask about the hades style character pieces you did - i loved it in the game too, and you did an amazing job recreating it yourself. do you have any tips or experiences that might help with drawing in that style? details, colours, elements, etc - anything really. tysm in advance, and i hope you're having a great day!!

HAIII THANK U SO MUCH SORRY THIS TOOK ME LITERAL MONTHS TO MAKE OTZ

[14dayswithyou]

This angel has another question! \o

Hiiii ! So, for all the angels having chronic anxiety disorder like me, how Ren would take care of you if you had a panic attack because of that ? Not because of a precise event, but something angel was going trhough since forever but now has Renren to take care of them during those ? I would love to see !

I give a warm hug to all the angels living this ! ♡

✦゜ANSWERED: As someone with AvPD and SAD, I can relate to this ;v;

Realistically though, it's kinda hard for me to give a precise answer to these kinds of questions (not just anxiety-related ones) as it's different for everyone.

That said, I think Ren's reaction would all depend on what Angel needs, which can vary from person to person. Some people like being pulled aside and having their partner ask them grounding questions, while others like to self-soothe and calm themselves down without the help of other people. So, whatever it is that you normally need at that moment, I'm sure Ren would be more than willing to oblige and help out!

For me personally, I don't like having others see me in such an emotional and vulnerable state. If that's the same for you, then Ren would most likely make sure you're somewhere safe before getting rid of the cause of your anxiety attack and waiting patiently for you to come out once you're ready. But if you prefer to have someone around, then Ren would sit by your side, rub soothing patterns into your skin with his thumbs, and ask you to list some of the things you can see/hear/smell.

Again, this answer differs from person to person, so I can't really go into detail or give a specific answer ;v; (aside from like... the bare minimum you'd expect from a person jkgskgk)

[fursasaida]

Hi! Just wanted to ask. How can I give my students assignments that are chat-gpt proof? Or that they won't just copy the answer without at least doing some editing?

Hi! So, I don't think anything is ChatGPT-proof. You fundamentally cannot stop people from using it to take a shortcut. You can't even stop them from copying the answer without editing it. However, I think you can work with this reality. So, you can do three things:

Don't be a cop about it.

If you make your objective "stop the children from using the thing to cheat," you are focusing on the wrong thing. You will be constantly scrutinizing every submission with suspicion, you will be accusing people of cheating--and some of them will not have cheated, and they will remember this forever--and you will be aiming at enforcement (which is trying to hold back the sea) instead of on inviting and supporting learning whenever and wherever possible. (I'll come back to this under item 2.)

Regarding why enforcement is holding back the sea: It is fundamentally rational for them to do this. We, who "love learning" (i.e. are good at what our academic system sees as learning, for various reasons have built our lives around that, happen to enjoy these activities), see everything they might cheat themselves of by doing it, because we know what we got out of doing this type of work. Many students, however--especially at the kind of school I teach at--are there to get the piece of paper that might, if they're lucky, allow them access to a relatively livable and stable income. The things that are wrong with this fact are structural and nothing to do with students' failings as people, or (tfuh) laziness, or whatever. We cannot make this not true (we can certainly try to push against it in certain ways, but that only goes so far). More pragmatically, chatgpt and similar are going to keep getting better, and detecting them is going to get harder, and your relationships with your students will be further and further damaged as you are forced to hound them more, suspect them more, falsely accuse more people, while also looking like an idiot because plenty of them will get away with it. A productive classroom requires trust. The trust goes both ways. Being a cop about this will destroy it in both directions.

So the first thing you have to do is really, truly accept that some of them are going to use it and you are not always going to know when they do. And when I say accept this, I mean you actually need to be ok with it. I find it helps to remember that the fact that a bot can produce writing to a standard that makes teachers worry means we have been teaching people to be shitty writers. I don't know that so much is lost if we devalue the 5-paragraph SAT essay and its brethren.

So the reason my policy is to say it's ok to use chatgpt or similar as long as you tell me so and give me some thinking about what you got from using it is that a) I am dropping the charade that we don't all know what's going on and thereby making it (pedagogical term) chill; b) I am modeling/suggesting that if you use it, it's a good idea to be critical about what it tells you (which I desperately want everyone to know in general, not just my students in a classroom); c) I am providing an invitation to learn from using chatgpt, rather than avoid learning by using it. Plenty of them won't take me up on that. That's fine (see item 3 below).

So ok, we have at least established the goal of coming at it from acceptance. Then what do you do at that point?

Think about what is unique to your class and your students and build assignments around that.

Assignments, of course, don't have to be simply "what did Author mean by Term" or "list the significant thingies." A prof I used to TA under gave students the option of interviewing a family member or friend about their experiences with public housing in the week we taught public housing. Someone I know who teaches a college biology class has an illustration-based assignment to draw in the artsier students who are in her class against their will. I used to have an extra-credit question that asked them to pick anything in the city that they thought might be some kind of clue about the past in that place, do some research about it, and tell me what they found out and how. (And that's how I learned how Canal St. got its name! Learning something you didn't know from a student's work is one of the greatest feelings there is.) One prompt I intend to use in this class will be something to the effect of, "Do you own anything--a t-shirt, a mug, a phone case--that has the outline of your city, state, or country on it? Why? How did you get it, and what does having this item with this symbol on it mean to you? Whether you personally have one or not, why do you think so many people own items like this?" (This is for political geography week, if anyone's wondering.)

These are all things that target students' personal interests and capabilities, the environments they live in, and their relationships within their communities. Chatgpt can fake that stuff, but not very well. My advisor intends to use prompts that refer directly to things he said in class or conversations that were had in class, rather than to a given reading, in hopes that that will also make it harder for chatgpt to fake well because it won't have the context. The more your class is designed around the specific institution you teach at and student body you serve, the easier that is to do. (Obviously, how possible that is is going to vary based on what you're teaching. When I taught Urban Studies using the city we all lived in as the example all through the semester, it was so easy to make everything very tailored to the students I had in that class that semester. That's not the same--or it doesn't work the same way--if you're teaching Shakespeare. But I know someone who performs monologues from the plays in class and has his students direct him and give him notes as a way of drawing them into the speech and its niceties of meaning. Chatgpt is never going to know what stage directions were given in that room. There are possibilities.) This is all, I guess, a long way of saying that you'll have a better time constructing assignments chatgpt will be bad at if you view your class as a particular situation, occurring only once (these people, this year), which is a situation that has the purpose of encouraging thought--rather than as an information-transfer mechanism. Of course information transfer happens, but that is not what I and my students are doing together here.

Now, they absolutely can plug this type of prompt into chatgpt. I've tried it myself. I asked it to give me a personal essay about the political geography prompt and a critical personal essay about the same thing. (I recommend doing this with your own prospective assignments! See what they'd get and whether it's something you'd grade highly. If it is, then change either the goal of the assignment or at least the prompt.) Both of them were decent if you are grading the miserable 5-paragraph essay. Both of them were garbage if you are looking for evidence of a person turning their attention for the first time to something they have taken for granted all their lives. Chatgpt has neither personality nor experiences, so it makes incredibly vague, general statements in the first person that are dull as dishwater and simply do not engage with what the prompt is really asking for. I already graded on "tell me what you think of this/how this relates to your life" in addition to "did you understand the reading," because what I care about is whether they're thinking. So students absolutely can and will plug that prompt into chatgpt and simply c/p the output. They just won't get high marks for it.

If they're fine with not getting high marks, then okay. For a lot of them this is an elective they're taking essentially at random to get that piece of paper; I'm not gonna knock the hustle, and (see item 1) I couldn't stop them if I wanted to. What I can do is try to make class time engaging, build relationships with them that make them feel good about telling me their thoughts, and present them with a variety of assignments that create opportunities for different strengths, points of interest, and ways into the material, in hopes of hooking as many different people in as many different ways as I can.

This brings me back to what I said about inviting learning. Because I have never yet in my life taught a course that was for people majoring in the subject, I long ago accepted that I cannot get everyone to engage with every concept, subject, or idea (or even most of them). All I can do is invite them to get interested in the thing at hand in every class, in every assignment, in every choice of reading, in every question I ask them. How frequently each person accepts these invitations (and which ones) is going to vary hugely. But I also accept that people often need to be invited more than once, and even if they don't want to go through the door I'm holding open for them right now, the fact that they were invited this time might make it more likely for them to go through it the next time it comes up, or the time after that. I'll never know what will come of all of these invitations, and that's great, actually. I don't want to make them care about everything I care about, or know everything I know. All I want is to offer them new ways to be curious.

Therefore: if they use chatgpt to refuse an invitation this week, fine. That would probably have happened anyway in a lot of cases even without chatgpt. But, just as before, I can snag some of those people's attention on one part of this module in class tomorrow. Some of them I'll get next time with a different type of assignment. Some of them I'll hook for a moment with a joke. I don't take the times that doesn't happen as failures. But the times that it does are all wins that are not diminished by the times it doesn't.

Actually try to think of ways to use chatgpt to promote learning.

I DREAM of the day I'm teaching something where it makes sense to have students edit an AI-written text. Editing is an incredible way to get better at writing. I could generate one in class and we could do it all together. I could give them a prompt, ask them to feed it into chatgpt, and ask them to turn in both what they got and some notes on how they think it could be better. I could give them a pretty traditional "In Text, Author says Thing. What did Author mean by that?" prompt, have them get an answer from chatgpt, and then ask them to fact-check it. Etc. All of these get them thinking about written communication and, incidentally, demonstrate the tool's limitations.

I'm sure there are and will be tons of much more creative ideas for how to incorporate chatgpt rather than fight it. (Once upon a time, the idea of letting students use calculators in math class was also scandalous to many teachers.) I have some geography-specific ideas for how to use image generation as well. When it comes specifically to teaching, I think it's a waste of time for us to be handwringing instead of applying ourselves to this question. I am well aware of the political and ethical problems with chatgpt, and that's something to discuss with, probably, more advanced students in a seminar setting. But we won't (per item 1) get very far simply insisting that Thing Bad and Thing Stupid. So how do we use it to invite learning? That's the question I'm interested in.

Finally, because tangential to your question: I think there's nothing wrong with bringing back more in-class writing and even oral exams (along with take-home assignments that appeal to strengths and interests other than expository writing as mentioned above). These assessments play to different strengths than written take-homes. For some students, that means they'll be harder or scarier; by the same token, for other students they'll be easier and more confidence-building. (Plus, "being able to think on your feet" is also a very good ~real-world skill~ to teach.) In the spirit of trying to offer as many ways in as possible, I think that kind of diversification in assignments is a perfectly good idea.

[deoidesign]

Time and Time Again comes back tonight!

Thank you all for being so patient with me, I know it was a long hiatus.

My health was struggling, my arm was (is) hurting, and I decided it wasn't worth it. I'd rather be slow!

So thank you for giving me that grace, and I hope you'll be there with me for the rest of the series.

[10yearsofdnp]

what is the december anniversary theory? i was really confused when they said december in the show

you've come to the right place, friend! the december anniversary theory basically says that dan and phil consider their official anniversary as a couple to be in december, specifically the first week of december since that was when dan spent an entire week at phil's house in 2009 and they were both extremely sappy that week (x) (x) (x) (x) (x) (x) (x) (x) (x) and for the rest of the month (x) (x) (x) (x) (x) (x) (x).

my personal theory behind this is that throughout october and november 2009, they were still feeling each other out and experimenting with other people since they weren't sure if they'd even work out as a couple. also it's important to note that dan was in the process of breaking up with his high school girlfriend when he met phil. and even though it seems like he wasn't very attached to her by then, that's still a tricky situation to go through, especially as an 18 year old. so my guess is that dan and his ex broke up around the end of october, right after he met phil. and after that, dan took some time to experiment with the old school youtuber crowd while he and phil slowly started chatting more and building the connection dan talks about in basically i'm gay. i'm guessing that dan and phil officially became exclusive when dan bought the train tickets to spend a week with phil, since that's quite a commitment. either then or when he arrived in manchester for the week or somewhere between then.

and THEN phil blew us all out of the water yesterday at the first terrible influence show when he said "it'll be 15 years of dan and phil in december." verrrrry interesting that he said december instead of october and didn't backtrack! also some very astute phannies have pointed out that they have that entire week off of touring this year, sooooo...!

btw, if you scroll through the y:2009 tag on this blog, you'll see all their posts from 2009, starting with the end of december! so if you want the full picture of their relationship timeline, i'd highly recommend starting there! have fuuuun! ☺️❤️

i personally love this theory since i feel like it explains so much about their early relationship, plus there was a definite shift in their interactions around the end of november/beginning of december 2009. it gives me hope that things could work out for us and our crushes too, you know?

[heph]

Hi!!! I love your baldurs gate art! I was just wondering if you had any tips for drawing Gale and Astarion, *especially* their hair? I love the way you've simplified it!! 💖

Hello! Thank you so much! 🥺 honestly I don't think I'm very on model drawing these two, but here are the things I keep in mind drawing their hair!

The little cowlick flip on Astarion's hair is usually at the left side of the head! I change sides depending on which angle I'm drawing because. Anime. [I think so long as a character looks consistently like the same guy in anything I draw, it's okay to be a little fucky with it]

Gale is much simpler to draw, but I struggle drawing him from the front as the hair truly looks like a helmet from the front and it's unflattering with my anime ass 😭😭😭 other than that, there's basically only 3 portions that I keep in mind!

[casualavocados]

"Who is Ai Di to you?"

Nat Chen as CHEN YI KISEKI: DEAR TO ME (2023)

[originalartblog]

Can you draw the tinies doing some cute, pretty please? I had a tough day but seeing them up to their shenanigans would help lighten my soul 🥺🥺🥺

two little boys on a rose, now it's a bouquet! 💐

[viktorpartner]

⃤  GOOGLE DRIVE WITH EVERY WORD WITH ITS CORRESPONDING ANSWER IN ALPHABETICAL ORDER ⃤ 

https://docs.google.com/document/d/19IaDJOsIKYDzIgHufVyHuBvH4IA7TomVCFd_TpuOQIc/edit?usp=sharing

Yes folks, I've gone full paranoid Dipper and spent 4 hours compiling every word that outputs an answer. I've also ordered them alphabetically and put a content table for easier navigation.

PLEASE REBLOG OR DM me with the words I've missed, I've currently hit a brick wall and I'm slowly but surely going insane... I'll be uploding it and polishing it as events unfold.