Palermo souvenir

Project title: Palermo souvenir
Teacher: Giusi Viola
I.I.S. Vincenzo Ragusa E Otama Kiyohara, Palermo – Italy

Introduction	This project is based on the special monuments of the city. Students will design and produce a line of dedicated souvenirs, closely based on the architectural relief, and in proportionate scale of representation. Contrary to the widespread cheap, tacky and fake available souvenirs, in this project students will design high quality souvenirs which represent closely the city while highlighting its true value starting from the materials used to make the objects. Students will learn to study and analyse the city with its artistic and cultural heritage, learn to apply the techniques of relief and architectural representation CAD, as well as traditional laboratory techniques and innovative FabLab, 3D printing, laser engraving, and CNC milling, for the direct or indirect realization of souvenirs that represent “the real city monuments”. Student will realize the prototype of the souvenir that can be replicated in a limited number or in series depending on the technique used: magnets, postcards, bookmarks, pop-ups, bags, t-shirts, or jewels. In the end the students will argue for their choices, but also get feedback from the group and from tourists on the validity of their ideas and execution. Theme: Design, architecture, English Age of students: 17 up to 20 Aim: Digital manufacturing solutions for quality and design “souvenirs” which are about the city of Palermo and in particular about the Arab Norman site recognized by UNESCO as World Heritage Site. For sale in museum bookshops or via e-commerce.
Pre-knowledge	Basic knowledge of technical architectural drawing Sketchup CAD software for architectural drawing, modeling and rendering Illustrator or other vector graphics software basic English to interview tourists in English
Tools	2D and 3D scanner, 3D printer, laser cutter, CNC milling machine, cutting plotter , digital foto-video camera or smartphone and traditional tools
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 1: Access information efficiently (time) and effectively (sources) GOAL 2: Evaluate information critically and competently GOAL 3: Develop critical thinking through problem solving and peer collaboration GOAL 4: Increase knowledge and respect for the artistic, architectural and cultural heritage of the city, in particular for the Arab Norman site recognized by UNESCO as a World Heritage Site. GOAL 5: Enhance the ability to read, measure and understand volumes and architectural spaces and scaling up GOAL 6: Evaluate reproducibility of souvenirs based on those found on the market, considering the elements of strength and weaknesses GOAL 7: Find the ideal techniques for the reproduction of the monuments studied at the most appropriate reduction scale GOAL 8: Enhance personal creativity through the freedom to express what goes through the head without worrying about banality, mistakes, or criticism from others GOAL 9: Learn to work in a group, considering individual work as a contribution to general work and to review one’s own ideas in the light of the observations of others for possible variations and improvements. GOAL 10: Develop the most essential lines to represent the monument in a correct and effective way GOAL 11: Derive the negative from the positive 3D model and to invert full and empty spaces GOAL 12: Verify the dimension of the products obtained and evaluate possible variations and different function; GOAL 13: Develop a technical, synthetic and comprehensible language GOAL 14: Explain the design and manufacturing process effectively and accurately
Time	7 lessons, 30 hours
Assessment	Oral interview Written reports Digital productions Products of fabrication Observation of the team work and of the individual work Graphic productions (freehand sketches and /or project table) Digital productions (2D and 3D modeling and processing of vector and STL files necessary for Fablab processing) Digital manufacturing products Observation of individual work and participation in group work Presentation of the project, individually or in group, through verbal description (also in skype call) or written report and possible use of video tutorial
Resources and materials	1 teacher, 1 assistant Computer connected to the network and connected to the internet and to fab lab instruments Sketchup, Rhynoceros CAD software, for 2D and 3D modeling and rendering, Illustrator or other vector graphics software CAM software for digital fabbrication 3D printer, laser cutter, CNC milling machine, and traditional tools Wood, paper, metal, cardboard, PLA, PVC and plexiglass. Google Drive or other share platform

Lesson 1

Introduction	Presentation of the project, context and theme
Time	4 hours
Phase of the DBL model	Design brief RESEARCH
Lesson goals/design output	GOAL 1 Access information efficiently (time) and effectively (sources) GOAL 2 Evaluate information critically and competently GOAL 4 Increase knowledge and respect for the artistic, architectural and cultural heritage of the city, in particular for the Arab Norman site recognized by UNESCO as a World Heritage Site.
Activity	Presentation of the project, context and theme: the 7 monuments of the UNESCO Arab Norman site in Palermo. Distribution of basic materials Analysis of supplied materials, organization of group work and personal research on the assigned topic Sharing the basic materials provided and the personal search results on the Google Drive platform
Materials	Historical info, images, photos and architectural drawings of the Arab-Norman monuments of Palermo. Observation of some examples of souvenirs from stands and museum bookshops. Internet connected computers Google Drive platform
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 1 Access information efficiently (time) and effectively (sources) GOAL 2 Evaluate information critically and competently GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 6 Evaluate reproducibility of souvenirs based on those found on the market, considering the elements of strength and weaknesses
Extra	http://arabonormannaunesco.it
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Lesson 2

Introduction	The students will go to the sides of the monuments and have time to observe (through guided tours). Students will observe through pictures of the monuments and of objects that are already available in the tourist shops. When possible, students can take direct measurements as well as interviewing other visitors and tourist about what could be valuable souvenirs.
Time	6 hours
Phase of the DBL model	Fieldstudy RESEARCH
Lesson goals/design output	Getting an in-depth knowledge about the monuments, the souvenirs already available and the need/wishes of tourists.
Activity	Guided visit to the monuments of the UNESCO Arab Norman site in Palermo. Photographic documentation of monuments and souvenirs on sale directly in tourist sites and bookshops Some direct measurements Photos and interviews to citizens, tourists and visitors
Materials	Digital camera, smartphone, notepad for sketches and annotations, metric roll
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 1 Access information efficiently (time) and effectively (sources) GOAL 4 Increase knowledge and respect for the artistic, architectural and cultural heritage of the city, in particular for the Arab Norman site recognized by UNESCO as a World Heritage Site. GOAL 5 Enhance the ability to read, measure and understand volumes and architectural spaces and scaling up
Extra	http://arabonormannaunesco.it
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Lesson3

Introduction	An analysis of the souvenirs already available and an analysis of fablab technologies available to give an idea to students what already have been done, what are the problems with existing souvenirs and what are the possibilities for students with fablab technologies.
Hour	4 hours
DBL phase model Investigation	Field study (define) RESEARCH
Lesson Goals / results Design	Analyse the results of the research Know the machines available
Activity	-All documents produced, such as photos, videos, measurements and interviews, are shared on Google Drive. -Students compare the different techniques used in the souvenirs on the market -Presentation of the machines and of the different fabrication techniques of a fablab both digital and traditional. -Description of digital processing
Materials	CAD-CAM LAB
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 2 Evaluate information critically and competently GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 5 Enhance the ability to read, measure and understand volumes and architectural spaces and scaling up GOAL 7 Find the ideal techniques for the reproduction of the monuments studied at the most appropriate reduction scale
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Lesson 4

Introduction	First project ideas
Hour	4 hours
DBL phase model Investigation	Ideation (ideate) CREATION
Lesson Goals / results Design	At the end of this lesson, students will have the first sketches with ideas, they have shared their ideas and complemented own ideas with group input when possible.
Activity	Brainstorming: “the memory that remains sculpted after a direct visit of the city of Palermo and its UNESCO site: from light to colors to sounds to materials to shapes to food …” Group assessment of ideas. First personal elaborations with freehand and digital sketches on the computer.
Materials	panel e post-it CAD-CAM LAB
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 2 Evaluate information critically and competently GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 8 Enhance personal creativity through the freedom to express what goes through the head without worrying about banality, mistakes, or criticism from others GOAL 9 Learn to work in a group, considering individual work as a contribution to general work and to review one’s own ideas in the light of the observations of others for possible variations and improvements.
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Lesson 5

Introduction	First digital processing for 2D graphics products and 3D objects (2D such as pop-up postcards, T-Shirts and packaging, 3D for magnets and molds)
Hour	4 hours
DBL phase model Investigation	Ideation (ideate) – fabrication CREATION
Lesson Goals / results Design	After this lesson, students have learned how to transfer the data gathered during the field study phase (measurements of real monuments) into 2D and 3D designs.
Activity	Each student analyses a monument of the UNESCO site. Use of Cad software Sketchup and Rinocheros to draw the 2D models of the monuments to graphic version suitable for popup postcards, T-shirts, and packaging. Use of Cad software Sketchup and Rinocheros to draw the 3D models of the monuments to bas-relief version suitable for magnets and molds.
Materials	CAD-CAM LAB, Google Drive Cad software Sketchup and Rinocheros Illustrator graphic software
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 10 Develop the most essential lines to represent the monument in a correct and effective way
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Lesson 6

Introduction	First digital processing for 2D graphics products and 3D objects (Magnets, molds, by use of 3D printer and laser cut machine)
Hour	4 hours
DBL phase model Investigation	Ideation (ideate) – fabrication CREATION
Lesson Goals / results Design	After this lesson, students have learned how to transfer the data gathered during the field study phase (measurements of real monuments) into 2D and 3D designs
Activity	Each student analyzes a monument of the UNESCO site. Use of Cad software Sketchup and Rinocheros to draw the 3D models of the monuments to bas-relief version suitable for magnets to be made with the 3D printer or laser cut machine. Use of Cad software Sketchup and Rinocheros to draw the 3D models of the monuments to bas-relief version suitable for to biscuits, panelle and other food design products molds.
Materials	CAD-CAM LAB, Google Drive Cad software Sketchup and Rinocheros
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 11 Derive the negative from the positive 3D model and to invert full and empty spaces
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Lesson 7

Introduction	Digital processing for 3D objects such as wood miniatures or other molds.
Hour	4 hours
DBL phase model Investigation	Ideation – Fabrication CREATION
Lesson Goals / results Design	After this lesson, students have learned how to transfer the data gathered during the field study phase (measurements of real monuments) into 3D designs
Activity	Each student analyzes a monument of the UNESCO site. Use of Cad software Sketchup and Rinocheros to draw the 3D models of the monuments to volumetric version suitable for wooden miniatures or other molds. Cardboard or wood test models
Materials	CAD-CAM LAB, Google Drive Cad software Sketchup and Rinocheros Wood and cardboard
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 10 Develop the most essential lines to represent the monument in a correct and effective way
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Lesson 8

Introduction	Verify the validity of ideas through prototype fabrication
Time	4 hours + 4 hours (in the fablab)
DBL phase model	Fabrication (prototype) CREATION
Lesson Goals / results Design	After the end of this class, students will have chosen a monument as their basis, and fabricate a small version suitable for a souvenir both in traditional ways (with paper, wood, etc) or digitally (modelling)
Activity	3D Modeling and rendering of Unesco Site monuments. Fabrication of the same monument in two versions: traditional and 3D digital
Materials	Sketchup, Rhynoceros CAM software 3D printing, traditional tools Wood, cardboard, cookie, panelle and almond dough, plaster and alginate.
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 12 Verify the dimension of the products obtained and evaluate possible variations and different function;
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Lesson 9

Introduction	Presentation of final results
Time	4 hours
DBL phase model	Argumentation staging and communicating prototype STAGING
Lesson Goals / results Design	Verify the validity of ideas through prototype text and show
Activity	Each student presents the prototype of his/her souvenir, arguing the dimensional choices, the materials and the function of the object produced. S/he also describes the phases and the duration of the work performed
Materials	LIM CAD-CAM LAB
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 13 Develop a technical, synthetic and comprehensible language GOAL 14 Explain the design and manufacturing process effectively and accurately
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Lesson 10

Introduction	The prototype is tested by the group and the final users to verify validity of ideas. What works? What doesn’t? Why? What could be changed for next time?
Time	4 hours
DBL phase model	Reflection (test-feedback) Reflection on learning outcomes about quality of the product and the process used. STAGING
Lesson Goals / results Design	After this class, students have thought about possible improvements for next time, and questioned the designs of their peers.
Activity	Each student receives the feedback of the group according to product and process: the other students and teachers make their comments and observations: What works? What doesn’t? Why? What could be changed for next time? The new ideas of the group and the suggested variations on form, function, dimension, material and group work.
Materials	CAD-CAM LAB LIM
Learning goals ● Social skills (21st century skills?) ● Knowledge (theoretical knowledge) ● practical skills	GOAL 3 Develop critical thinking through problem solving and peer collaboration GOAL 12 Verify the dimension of the products obtained and evaluate possible variations and different function;
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