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Palermo souvenir | FabLab

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
Expert tips

 

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
Expert tips

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

Extra
Expert Advice

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.

Extra
Expert Advice

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

Extra
Expert Advice

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

Extra
Expert Advice

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

Extra
Expert Advice

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;

Extra
Expert Advice

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

Extra
Expert Advice

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;

Extra
Expert Advice