Project Tinguely
Title: Project Tinguely
Erik van Alphen
Theresialyceum, Tilburg – The Netherlands
| Introduction | This project is about kinetic art. The students will be designing a kinetic sculpture that fits into an exisitng location. Along the way the students will learn about the mechanics of making things move and how to make designs for digital fabrication
This project targets students from15 to 17 years old The students will work in pairs and follow the phases of the Design Circle. The kick-off of the project is a presentation of kinetic art and the work of Jean Tinguely. During the fieldstudy the students will go out and explore the context in which the sculpture should be placed. The ideation phase will be multiple cycles of diverging and converging ideas. A lengthy fabriaction follows the ideation to build a working prototype of the kinetic sculpture. This project has a link with physics and arts |
| Pre-knowledge | The student should be able to use traditional tools for crafting. The students should have a basic knowledge in working with a computer |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills |
|
| Time | 32 lessons of 50 minutes |
| Assessment | The final protoype, reflection template and collaboration will be graded on a 10 point scale. Each having equal weigth |
| Resources | 1 teacher and 1 technical assistant
3d printer (preferably more than one), laser cutter traditional crafting tools computers with digital design software |
| Materials |
|
Lesson 1
| Introduction
Brief description of what the lesson is about |
This is the introduction lesson. During this lesson the students will learn and understand what the project is about: kinetics art. The students will also get prepared of what is expected from them during this period. If needed the students can also learn how to make a mindmap |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
3 lessons of 50 minutes |
| Phase of the DBL model | Designbrief & argumentation |
| Lesson goals/design output
What will the students have achieved after this lesson? |
The students will have a mindmap of what they think the project is about |
| Activity
Description of what the students will be doing |
The teacher will start with a presentation (see link) about Jean Tinguely and kinetic art. During the presentation the students will take notes in order to create a mindmap. During the second and third lesson the students will create a mindmap (visual appealing) about what they think are the important subjects for this project. During the third lesson students wil form groups of two in which they will make the end result. In sets of three groups of two the students will present their mindmap and give eachother feedback/provide questions |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Prezi:
A3 paper Colourpencils Computer&printer |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills |
Translate knowlegde into a visual representation
Critical thinking Structuring information Collaboration |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
If students have never made a mindmap before it can be handy to show examples or explain how to do this (linkt to video) |
| Tips from an expert | The mindmap is about the students getting a grip on the designbrief. There should be no ideas in the mindmap |
Lesson 2
| Introduction
Brief description of what the lesson is about |
The kinetic art installation will become part of the context it is being placed in. A good piece of art fits well in its context. During this lesson the students wil get an understanding of the context in which the kinetic scultpure will be placed |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
1 lessons of 50 minutes |
| Phase of the DBL model | Fieldstudy |
| Lesson goals/design output
What will the students have achieved after this lesson? |
At the end of this lesson the students will have a map + context description of the place where the kinetic sculpture will be placed |
| Activity
Description of what the students will be doing |
Students will go out to the location where the kinetic sculpture will be placed and take pictures and measurements of the context. The findings will be gathered in a digital document describing the location in terms of materials in the context, dimensions, what is the normal use of the context, how is the light etc. |
| Materials
Overview of what materials needed (also think about powerpoints etc)
|
Camera (mobilephone)
Tape measure Notebook pen/pencil Computer |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
Contextual awareness
Collaboration sense of dimensions Student will learn to describe their observation (storytelling) Collecting data |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert |
Lesson 3
| Introduction
Brief description of what the lesson is about |
During this lesson the students will learn the basics of how stuff moves. What kind of transmissions exist and how they work. |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Fieldstudy |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
The students will have gained more knowledge on transmissions and more specific on gears
The students will have their workbook completed |
| Activity
Description of what the students will be doing |
At the end of this lesson the students will have fill-out an workbook containing small exercises about transmisions. The workbook contains exercises on common types of transmission and small math excersises on gears |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Workbook()
Presentation() |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
The students will have gained more knowledge on transmissions and more specific on gears |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
Finishing the workbook can be homework assignment
If desired a test could be used to grade the gained knowledge |
| Tips from an expert
|
Type here |
Lesson 4
| Introduction
Brief description of what the lesson is about |
During this lesson the students will look for existing examples of kinetic art. It is important that the students find as many examples as possible. |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Fielsdstudy |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
At the end of this lesson each student should have at least five examples of existing kinectic art sculptures. They will present these sculptures in groups to each other. Each example should be printed on a separate piece of paper accompanied with explenatory text. It is important that the students can explain why they have choosen the shown example |
| Activity
Description of what the students will be doing |
The students will browse the internet for existing examples of kinetic art sculptures or things alike. Half-way the second lesson the students should prepare their short presentation.
Last part of the second lesson each student has to pitch their examples |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Computer
Printer |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
Critical thinking
Gathering information Opinion forming Students will learn expressing themselves |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert
|
Keep an eye on the time. Students can take hours but chances are the results will not be better |
Lesson 5
| Introduction
Brief description of what the lesson is about |
This lesson is an inntroduction to digital design for lasercutting and 3d printing. The students will learn how they can use different computerprograms to transform their pencil sketches into a digital design which can be created using the laser cutter or 3d printer. There is an emphasis on gear design |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lesson of 50 minutes |
| Phase of the DBL model | Fieldstudy |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
Each student will have a digital design of a gear which can be 3d printed and cut on the laser cutter.
Each student will know that they can use tinkercad to make designs for the 3d printer Each student will have a simple shape in a vector program for laser cutting |
| Activity
Description of what the students will be doing |
The students will follow the teacher in creating digital designs for 3d printing and laser cutting. The student will prepare their files for laser cutting and 3d printing
The students will explore the online program tinkercad |
| Materials
Overview of what materials needed (also think about powerpoints etc)
|
Computer for each student Digital design manuals ()
3d printer 3d printing fillament Laser cutter plywood |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
The student will be able to make a digital design for laser cutting
The student will be able to make a digital design for 3d printing The student will be able to prepare a file for digital fabrication The student knows how the 3d printer works The student knows how the laser cutter works |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
If available students can learn to work with more advanced programs like Rhinoceros or Fusion
Students who allready have proven knowledge of digital design can learn how to opperate the machines |
| Tips from an expert | Depending of the level of your students you might need more lessons
Have students who are allready familiar with the digital design programs help other students |
Lesson 6
| Introduction
Brief description of what the lesson is about |
During this lesson the students will use all the input from the fieldstudy and their creativity to sketch their ideas. |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Ideation&argumentation |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
Each student should have at least 10 ideas
Each group should have at least 3 combined ideas |
| Activity
Description of what the students will be doing |
Based on all the input they gathered during the previous lessons the students will make sketches of their ideas. Each student should come up with at least 10 different ideas.
During the second phase of the lesson the students will explain the ideas to their partner. Together the students should pick their best ideas and combine them to at least 3 new ideas |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
A3 paper
Pencils Outputs from the previous lessons (mindmap/fieldstudy) |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills |
Creative thinking
Collaboration The students will learn the importance of many different ideas Communication: student will learn to explain their thoughts |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert
|
It is more important that student come up with multiple different ideas than making beautiful drawings |
Lesson 7
| Introduction
Brief description of what the lesson is about |
During this lesson the students will use Lego to give shape to their ideas. This ideation has a strong focus on the technical part of the kinetic sculpture. |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Ideation |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
Each group of students will have at least two technical ideas for their kinetic sculpture |
| Activity
Description of what the students will be doing |
The students will be using Lego to give shape to their ideas. Through trial and error the students will built (part) of a kinetic sculpture. From each of the ideas the students should make a shor movie |
| Materials
Overview of what materials needed (also think about powerpoints etc)
|
Lego technics (unsorted, with many gears)
Mobile phone |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
Problem solving
Creative thinking Collaboration |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert | Lego has a certain form factor. There is a risk that students can’t think beyond the fixed shape of lego in the further phases. |
Lesson 8
| Introduction
Brief description of what the lesson is about |
During this lesson the students will evaluate the ideas from the sketching lesson and the Lego lesson. Based on these evaluationg/reflections the students will choose/make a finale design. From this design the student need to make a building plan. |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Ideation/reflection/argumentation |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
At the end of this lesson the students will have narrowed down their ideas into one final design. They need to make a detailed sketch for this design.
From the final design the students will make a detailed building plan describing how they are going to realize their idea. |
| Activity
Description of what the students will be doing |
Through group discussion the students will reflect on their ideas thus far. They will look back at their mindmap and parts of the fieldstudy. Based on this reflection the students will converge their ideas into 2-3 ideas. Next the will evaluate those ideas and pick their final idea. The final idea will be divided in buildable sub parts. For each of the parts the students will make a plan on how to build that part |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Paper
Pen/pencil |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
Critical thinking
Problem solving Collaboration Creative thinking Making decissions |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert | Type here |
Lesson 9
| Introduction
Brief description of what the lesson is about |
During this lesson(s) the student will be working on realizing their ideas. Some will start with digital design others with manual crafting |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
16 lessons of 50 minutes |
| Phase of the DBL model | Fabrication |
| Lesson goals/design output
What will the students have achieved after this lesson? |
The students will have a working prototype of their own designed kinetic sculpture |
| Activity
Description of what the students will be doing |
The students will be working with digital design. materials and machines in order to build a prototype of ther kinetic sculpture. |
| Materials
Overview of what materials needed (also think about powerpoints etc)
|
Laser cutter + plywood + cardboard + acrylic
3d printer + 3d printing fillament nuts and bolts and screws |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
Students learn how to design for the laser cutter
Students learn how to design for the 3d printer Problem solving Collaboration Planning Self steering Creative thinking Dealing with failure |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert | It is important that students regulary check if their sollution is working and refine their ideas. |
Lesson 10
| Introduction
Brief description of what the lesson is about |
During this lesson the students will present their final results |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 lessons of 50 minutes |
| Phase of the DBL model | Argumentation/reflection |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
Presentation on the final result using the prototype and powerpoint |
| Activity
Description of what the students will be doing |
The students will make a reflection report using the provided template.
The students will present their final product |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Portfolio template
Computer Mobile phone |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
|
Critical thinking
Computational skills Students will learn to present their idea Students will learn to give and receive feedback Collaboration |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
|
| Tips from an expert | Emphasise that the students should be making pictures of their process along the way |