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Enhancing the value of a monument | FabLab

Enhancing the value of a monument

Project: Enhancing the value of a monument  

PROF. LOREDANA D’IPPOLITO

I.I.S. Vincenzo Ragusa E Otama Kiyohara, Palermo – Italy

 

Introduction  This project will develop students technical skills and teach them more about the city they live in. The students will study (undervalued) monuments in the city and make artefacts that help to increase the value and appreciation of the monument by replicating their shapes or use it as inspiration to develop different kinds of materials that can increase its appreciation.

It is important for students to “know” the city in which they live and its artistic, architectural and cultural heritage. Furthermore, it is a great challenge to discover how to value areas whose beauty is not recognized. The students will follow the phases of the design circle: they will explore their city and, in pairs, they will develop their ideas from a stream of personal suggestions, from interviews with tourists and inhabitants and from observation of the sites. The physical product of their work will be 2D graphics (a tower shaped brochure for example), 3D Cad models, jewellery and gadgets, authentic expression of an undervalued site and the rewarding result of interactive design and fruitful teamwork. The methods used will be industrial, artisan, digital, or mixed.

Theme: “knowing” one’s own city and its artistic, architectural and cultural heritage

Age of students: 20 students of 15-16

Aim: discover how the value of a monument can be enhanced through objects that represent the monument.

 

Pre-knowledge Use of laser cutter and traditional tools in the manufacture of wooden objects and jewels.

Basic knowledge of art history.

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 Create a methodology to develop active citizenship

GOAL 5  Increase the knowledge of one’s own city and its artistic, architectural and cultural heritage

GOAL 6  Create a methodology to Increase the knowledge of one’s own city and its artistic, architectural and cultural heritage

GOAL 7  Create a methodology to enhance minor monuments.

GOAL 8 Create a tourist route to present a minor monument, a brochure and souvenirs

GOAL 9  Know the essential lines of design and rendering software and 3D printing through tutoring from expert students attending specific section of the school

GOAL 10  Create wood and metal objects and jewels, design a brochure, design a tourist route

GOAL 11 Gain expository and argumentative skills, enhance technical language

Time 30 hours, 12 lessons
Assessment Class presentation

Oral interview

Written reports

Designs produced

Products of fabrication

Observation of the team work and of the individual work

Surveys

Resources and materials Photos of some monuments and their descriptions

Wood lab, jewlery lab and  computer lab

Internet

Rhinoceros software, CAD software, 3D printer

Google drive platform

2030 agenda of UN goals

Wood, cardboard, paper, various metals, varnish,  jewelry tools,  traditional tools.

 

Lesson 1

Introduction

 

Showing pictures of minor monuments in Palermo
Time 2  hours
Phase of the DBL model Design brief
Lesson goals/design output Exploring Palermo through pictures and arousing the students’ interest in their city.
Activity Warm up

Group work

Watching  pictures of minor monuments in Palermo, reading descriptions of the monuments put in scrambled order on the wall, the students match each description with each picture.

Students  imagine how to enhance the value of each monument: analysis and discussion in group work

 

Materials Pictures, descriptions of the monuments
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

·         -Evaluate information critically and competently

– Increase the knowledge of one’s own city and its artistic, architectural and cultural heritage

-develop critical thinking through problem solving and  peer collaboration

 

Extra ——–
Expert tips ——–

 

Lesson 2 

Introduction Choosing the monument to be enhanced
Time 2 hours
Phase of the DBL model Field Study
Lesson goals/design output Find out the monument which arouses the interest of the students: “The Tower of St Nicolò all’Albergheria”
Activity In group-work the students are given concrete examples of good practices on the net; the students analyze videos, visit sites, read documents,  pointing out  key words.

They  analyse the different minor monuments in Palermo, they consider the various solutions to enhance them and the pros and cons of each one.

Materials Internet, google drive platform
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

·         -Access information efficiently (time) and effectively (sources)

-Evaluate information critically and competently

-Develop critical thinking through problem solving and  peer collaboration

-Create a methodology to enhance minor monuments.

 

Extra ———
Expert tips ———-

 

 

Lesson3

Introduction In this phase the students visit the chosen monument. The classes visiting the site are two: the class which will develop the project and which study design of the wood and metal at their school; and the class which study architecture and design, which  will tutor them with laser scanner and computer design.
Time  4 hours
DBL phase model Field Study
Lesson Goals / results Design

 

Visiting the site and arousing ideas

Putting  ideas together

Reaching agreements

Activity The class visit the Tower and listen to the presentation of the monument from the tourist guides of the site. The tutoring students show how to scan the monument using laser scanner.

The students meet in group work to develop ideas on how to enhance the Tower. Confrontation of ideas among groups.

Materials Paper, pens, colours, etc.
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Develop critical thinking through problem solving and  peer collaboration

– Increase the knowledge of one’s own city and its artistic, architectural and cultural heritage

-Create a methodology to enhance minor monuments.

Extra ——–
Expert Advice ——–

 

Lesson 4

Introduction Choosing the right questions
Time 2 hours
DBL phase model Field study
Lesson Goals / results Design Putting  ideas together

Reaching agreements on how to interviw people

Activity Group work

-Students decide to interview people living in the area of the Tower and tourists

-Students decide which questions to ask people living in the area of the Tower and tourists (both in Italian and English)

Materials Paper, pens, pencils, computers
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

·         -Access information efficiently (time) and effectively (sources)

-Evaluate information critically and competently

-Develop critical thinking through problem solving and  peer collaboration

-Increase the knowledge of one’s own city and its artistic, architectural and cultural heritage

-Create a methodology to increase the knowledge of one’s own city and its artistic, architectural and cultural heritage.

-Create a methodology to enhance minor monuments.

Extra ———
Expert Advice ———

 

Lesson5

Introduction Interview people
Time 3 Hours
DBL phase model Field Study
Lesson Goals / results Design Plan starting from the analysis of needs
Activity Group work

The students interview people living in the area of the Tower to understant critical points and strengths of the site and searching for stories and legends about the monument; they interview tourists to monitor critical points and strengths of tourism management in Palermo.

Materials Smartphones, paper, pencils, pens
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

-Access information efficiently (time) and effectively (sources)

·         -Evaluate information critically and competently

-Develop critical thinking through problem solving and  peer collaboration

-Increase the knowledge of one’s own city and its artistic, architectural and cultural heritage

-Create a methodology to enhance minor monuments.

Extra ——–
Expert Advice ——–

 

Lesson 6

Introduction Choose what to do to enhance the Tower
Time 4 Hours
DBL phase model Ideation
Lesson Goals / results Design Put ideas together

Reach agreements

Division of roles

Activity -The students present the results of the interviews to the class

-On the basis of the results of the interviews each of the students create their own projects and specific designs to enhance the tower

-Share and reflect

Materials Internet, google drive platform
Learning goals

● Social skills

● Knowledge (theoretical knowledge)

● practical skills

 

 

 

-Evaluate information critically and competently

-Develop critical thinking through problem solving and  peer collaboration

-Create a methodology to develop active citizenship

-Create a tourist route to present a minor monument, a brochure and souvenirs

Extra ———
Expert Advice ———

 

 Lesson 7-8-9-10

Introduction Fabricate objects  to enhance the Tower
Time 4 lessons: 3 hours, 3 hours, 3hours, 2 hours
DBL phase model Fabrication
Lesson Goals / results Design Verify the validity of ideas through fabrication
Activity On the basis of data gained from interviews and researches students are divided in groups

In order to write the tourist route to present the Tower, in order to fabricate jewelry (3D models and hand-made) and to design the prototype of a tower-shape brochure.

Materials Computer lab, Rhinoceros software, CAD software, 3D printer, google drive for sharing projects, wood lab, jewlery lab, wood, cardboard, paper, various metals, varnish,  jewelry tools,  traditional tools
Learning goals

● Social skills

● Knowledge (theoretical knowledge)

● practical skills

 

 

 

-Develop critical thinking through problem solving and  peer collaboration

– Create a methodology to develop active citizenship

– Know the essential lines of design and rendering software and 3D printing through tutoring from expert students attending specific section of the school

– Create wood and metal hand-made jewelry, design a brochure, design a tourist route

Extra ——–
Expert Advice ——–

 

Lesson 11

Introduction Exhibition and presentation of the projects developed
Time 1 Hour
DBL phase model Argumentation
Lesson Goals / results Design Describe and argumentate choices of one’s own project through the product of fabrication, both CAD digital and material
Activity The students show their products, both digital and material, in front of the class, confrontation and argumentation follow to find out positive and negative elements.
Materials All products, both digital and material
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

-Develop critical thinking through problem solving and  peer collaboration

-Create a tourist route to present a minor monument, a brochure and souvenirs

– Gain expository and argumentative skills ,  enhance technical language

Extra ———-
Expert Advice ———–

 

Lesson 12

Introduction Possible  solutions  to weak points
Time 1 Hour
DBL phase model Reflection
Lesson Goals / results Design Highlight both positive and critical aspects of the various projects. Exchange of ideas and comparison in order to achieve a general, shared project solution.
Activity Free expression of personal impressions on all the projects developed.

Identification of  critical points to be  resolved and  possible changes to be made.

Materials All products, both digital and material
Learning goals

● Social skills

● Knowledge (theoretical

knowledge)

● practical skills

Develop critical thinking through problem solving and  peer collaboration

Create a methodology to develop active citizenship

Gain expository and argumentative skills, enhance technical language

Extra Upon completion of this teaching unit

students have requested to carry out school-work alternation activities to a cooperative operating in the Tower district, they got it and

they carried it out successfully, acting as guides to tourists.

The experience will continue again next year

with the production of the prototype of the tower-shaped brochure. the creation of a video showing all the phases of the work and the exhibition of objects and jewels.

Expert Advice Students must continually check if they are fulfilling the aim, being conscious that they may need to change along the process.