Who I am
- Simon Vibe Grevsen
- Vejle Midtby Skole, Vejle – Denmark
| Introduction | What is it about (topic)
Who am I? – A digital design art project Who are you? What do you know about yourself? What do others think about you? How do you look? What are your interests? How do you feel? We’ll find out these things together – once the process has finished, the students have made a 3-dimensional sculpture that describes them. Along the way they will need to learn different techniques on laser cutter, 3D printer and vinyl cutter. This is not included in this course. Who is it for (age group) The course was designed for students at the age of 10-11 years – 4th grade – but will work great with older students as well – no age limit. Short outline of what will happen during the course/project What you learn about yourself, you should express in a 3-dimensional sculpture. You must use at least 2 of the following technologies: Laser cutter, 3D printer and vinyl cutter. Link to other subjects/courses? The course links to a lot of other subjects/courses. Mother tongue education to define who you are, english to prepare the twinning sessions and a lot of math using the machines and software. |
| Pre-knowledge
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What knowledge do you expect from your students at the start of the project? (Soft skills, knowledge)
The students must to know about lasercutter, 3D printer, vinylcutter and the software that comes with it. They can either know in advance, learn along the way with small training project on the side, or you can choose to work only with the technologies that they already master |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills |
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| Time | Amount of lessen + minutes per lesson (i.e. 7 lessons of 50 minutes)
15 lessons of 45 min (plus 5 lessons for introducing the machines and software) |
| Assessment | There will be no assessment. The students will be presenting their final work for students from another country doing twinning sessions.
Each student will get an oral feedback from the teacher regarding their idea and the use of the technologies. |
| Resources | It would be nice to have to teachers per class – and/or to use older students as help doing the fabrication part.
You need the machines you want to work with – or at least acces to them. Otherwise just a classroom or another room for creative learning (art, craft, FabLab ect.) |
| Materials | A picture of every student
A3 papers for every student This Google slide – page 1-7: https://docs.google.com/presentation/d/1i1jPxEuV5EK2MY52vUF7TlO4_fweyvwEE0k5TrNzvRw/edit?usp=sharing
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Lesson 1-3
| Introduction
Brief description of what the lesson is about |
Presenting the topic – Who am I?
Presenting the design model. Unfolding the designbrief. Start the fieldstudy – create your own Mindmap of your self Words for inspiration |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2-3 lessons of 45 min. |
| Phase of the DBL model | Design brief and Fieldstudy |
| Lesson goals/design output
What will the students have achieved after this lesson? |
The students will be aware of the task.
The students will each have their own personal mindmap |
| Activity
Description of what the students will be doing |
Talking about the task and the model and make sure everybody is on the same page.
The students must make a mind map about themselves containing important keywords and drawings. Have a talk about what defines a person. They will often list things they like and things they do – like soccer and pizza. Talk about values, personal characteristics, strengths and weaknesses, etc. Every student takes the mind map home and let their parents put things on it with a different colour. |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Material 1 – A picture of every student
Material 2 – A3 paper for every student Material 3 – This Google slide – page 1-7: https://docs.google.com/presentation/d/1i1jPxEuV5EK2MY52vUF7TlO4_fweyvwEE0k5TrNzvRw/edit?usp =sharing |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills |
Learning goal 1 – Soft skill: I will get to know myself better than before and will be more aware of what
characterizes and defines me. Learning goal 2 – Soft skill: I will also become aware of similarities and differences in what characterizes and defines my classmates. Learning goal 3 – I will learn to get all of my thoughts and ideas down in a mind map on paper. |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
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| Tips from an expert
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Lesson 3-7
| Introduction
Brief description of what the lesson is about |
The students will be looking at their mind map and will be forced to choose the most important things
on it. They will also be going from their first quick doodles/sketches towards the final design. |
| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
3-5 lessons of 45 min. |
| Phase of the DBL model | Fieldstudy and ideation |
| Lesson goals/design output
What will the students have achieved after this lesson? |
The students will have selected the 10 most important things on their mind map.
The students will have made 10 quick drawings representing the 10 selected words. The students will have started making different iterations of their final design. |
| Activity
Description of what the students will be doing |
Look at your mind map and all of the thing that you, your friends and parents have been writing about
you. 5 min. You must now highlight the 10 most important words you want in your sculpture on your mindmap. 20min. Write each word in the corner of a Post It – write or draw how to display the word on a sculpture. Should your sculpture stand or hang or … Think about how to make it 3 dimensionel – show it on a drawing or model. Sketch your sculpture – Now that you know whether your sculpture should stand or hang – and how – you are ready to design your sculpture. Remember to use at least two different materials – acrylic, wood, plastic, foil, fabric … Start by drawing at least 5 different iterations of your sculpture. Pick the best one at make a quick mock up of the drawing. For your mockup, you can use all the materials in the room – play dough, LEGO, paper, pencils, tape, cardboard, glue guns, etc. All you need to show a quick sketch model of your sculpture. Document your proces by taking pictures of the different iterations |
| Materials
Overview of what materials needed (also think about powerpoints etc)
|
Material 1 – The mind maps
Material 2 – The Google Slide – same link as above. Page 8 – 14 Material 3 – Play dough, LEGO, paper, pencils, tape, cardboard, glue guns, etc. All you need to show a quick sketch model of your sculpture. |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
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Learning goal 1 – Collecting and sorting data (the mind map)
Learning goal 2 – Tranformning feelings into words, words into drawings, drawings into designs/sculptures Learning goal 3 – To do a quick mock up. |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
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| Tips from an expert
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You could do only a sketching activity as a mock up if you want to save time, or if you don’t have the
materials for the mock up activity. |
Lesson 7-12
| Introduction
Brief description of what the lesson is about |
The students will be fabricating their designs.
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| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2-10 lessons of 45 min. It really depends on the number of students, teachers, helpers, machines ect.
And on the sice of their sculptures. |
| Phase of the DBL model | Fabrication |
| Lesson goals/design output
What will the students have achieved after this lesson? For instance: the student will have 12 new ideas |
The students must have a finished sculpture. |
| Activity
Description of what the students will be doing |
You must now begin to create your sculpture.
Use the things you have learned in the software and create your sculpture through digital fabrication, based on your Mock-up and your sketches. Remember that you must use at least 2 technologies and that the sculpture should be 3 dimensional. |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Material 1 – The technologies
Material 2 – Materials for the machines – foil, wood, filament etc. |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
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Learning goal 1 – Using different technologies and making them “work” together.
Learning goal 2 – Learning about scale – real life vs. software Learning goal 3 – Learning about different materials by trial and error through the machines.
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| Extra
Challenges and help you can provide students with who are either faster or slower than average |
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| Tips from an expert
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Working with foil and lasercutter is fast, while 3D printing takes time! Have that in mind. If you have
many students and only one 3D printer, it will take a long time – perhaps you could set a maximum size for printing. |
Lesson 12-15
| Introduction
Brief description of what the lesson is about |
Now it is time for presenting the final work. This can of course be done in front of classmates or other
students at the school. If you have the time and resources for it, it would be nice to do it as a twinning session with students from another school or even better – another country.
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| Time
Amount of lessen + minutes per lesson (i.e. 2 lessons of 50 minutes) |
2 – 3 lessons of 45 min. |
| Phase of the DBL model | Argumentation and reflection |
| 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 present their work to other students, who will give them feedback on their work. |
| Activity
Description of what the students will be doing |
The students should prepare their twinning session. Both as transmitters and recievers. Agree with the
other part about what focus the twinning should have. On the meeting it self, on the product, on the proces, on the next step etc. Have the students write down what they will say at the twinning – especially with young students. You might have to do the translation for them, and give them time to practice. Set up a date and time with the other part, and meet eg. through facebook, messenger etc. Let the students talk to each other (read out loud), but stick around to keep them on track. The students should find a place at school where they can display their work for other students and parents |
| Materials
Overview of what materials needed (also think about powerpoints etc) |
Material 1 – PC/Phone/tablet |
| Learning goals
· Soft skills (21st century skills?) · Knowledge (theoretical skills) · Practical skills
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Learning goal 1 – To present their work and tell about their ideas.
Learning goal 2 – To look back at a proces and learn from mistakes and successes |
| Extra
Challenges and help you can provide students with who are either faster or slower than average |
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| Tips from an expert
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Design materials and design activities:
See Google Slide: Who am I? – Google Slide