Making History: Recreating Artifacts from History

thingiverse

Students research a culture from history, choose an icon from it to design, 3D print it and present it with its historical context. This is a fun, hands-on and experience-based way for students to learn about history. How I Designed This The tutorials for the 3D Art Class and 2D Art Class are in "Thing Files." The images representing the creation process of the models are in the Gallery, and posted below: Overview and Background Students choose a culture during any period of history and research it. From their research, they will choose a representative aspect that can be recreated as a 3D model. Students will learn from instructors how to use Vector graphics to create 3D models, as well as how to use 3D modeling software, so they will have all the tools they need to complete their project. By the end of the session, they will have their printed model, and a paragraph to describe its relation to the culture they researched. All the projects will be exhibited so the class can appreciate and celebrate everyone's finished work while learning from each other. Lesson Plan and Activity This project is outlined as a 2-day event. By using the suggested duration for each step, the project can be translated to take place across multiple classes. Day 1: 8 hours Preparation: Makerbot 3D printers and filament Computers (or have students bring their own) 3-button mice Internet connection Tinkercad accounts 2D Art software (Adobe Illustrator/GIMP/Inkscape, have parents install it on the computers they bring before the event) Paper, pencils, colored pencils Food (or have students bring their own) Step 1: Research and Preparation time - 1.5 hours: Students will research a culture from any part of history and choose an artifact they wish to recreate from that culture and time period. Alternatively, the students could be assigned a specific culture or time period to match the topics from their main history class. They will brainstorm their design, and should draw out blueprints of their finished design to help them during the creation process. Instructors will be there to assist students with any aspect, whether it is helping them come up with ideas, where to look for information or how to create proper blueprints. Step 2: 3D Art Class - 1 hour: Instructors will lead students through a tutorial, to show them how to properly use Tinkercad's interface, create 3D Models using Tinkercad, and how to properly download models for printing. While one instructor leads the class, others will walk around to help students as they learn. (Tutorial in “Thing Files”) Step 3: 2D Art Class - 1 hour: Instructors will lead students through a tutorial, to show them how to create a 2D Vector object and translate it into 3D with Tinkercad. While one instructor leads the class, others will walk around to help students as they learn. (Tutorial in “Thing Files”) Step 4: Lunch - 1 hour: Students, and instructors, will use this time to eat, take a break, and even have a recess. It is the facilitator's discretion whether students are allowed to start their projects early after eating, or if everyone should begin at the same time. Students must wash their hands before returning to their computer. Step 5: Project Time - 3 hours: Now that the students have been given the tools they need, they will create their objects, using either or both techniques taught. Instructors will be there to assist students with any aspect, whether it is answering questions, walking them through steps they forgot or giving advice and working critiques of their creations. Step 6: Wrap-up - 30 minutes: Students will finish their models and download them for printing. The instructors will collect all the files so the facilitators can have them printing overnight. Day 2: 3.25 hours Preparation: Makerbot 3D printers and filament Finished/Finishing prints Computers (or have students bring their own) 3-button mice Internet connection paints, paintbrushes, tape, glue, craft stuff like popcycle sticks, glitter, letters, foil, craft paper, etc. Letter-sized card stock Word processor (Microsoft Word/Google Docs/OpenOffice Writer, have parents install it on the computers they bring before the event) Ink Printer Prizes (optional) Food (optional for steps 3 and 4) Step 1: Paragraph Writing - 1 hour: Depending on print scale, some prints may not be finished. During this time, students will write their paragraphs. The paragraphs should include which culture they researched, what they learned, what they created and how it's related. They may write it by hand first if they prefer, but the final delivery should be typed and printed on letter-sized card stock, so it can prop itself up next to the final model. If students have trouble typing, instructors are there to offer their typing assistance. In addition, instructors may proofread and offer grammar advice, but only if a student asks for a review, so it is clear the words are the student's own. Once done, instructors will collect their paragraph files and set them up for printing. Step 2: Model decoration and setup - 1.5 hours: At this time, students may decorate their models to complete its look. This can include painting them, adding crafts or adding objects from home to it. Instructors are there to assist students with any aspect, whether it is to give advice on how to decorate, or to show them artistic techniques. Then the students will set up their exhibit space, with the finished model and the paragraph on card stock. Students may also decorate the card stock. Step 3: Exhibition - 30 minutes: Students will walk around and see what everyone created. There is flexibility in how this exhibition may be formatted. One option is to have the class as a group go from exhibit to exhibit and have each student present their project and information. Another is to have the students roam as they want, perhaps with a worksheet they need to fill out regarding their classmates' projects to make sure they read the information. Parents may be invited to take part in the final outcome. Final judging or grading should take place during this time. Step 4: Goodbye - 15 minutes: Thank the students for participating and send them off with their projects. If prizes will be distributed, this is the time to do it. Rubric and Assessment Students should deliver their 3D Printed Artifact and a paragraph on card stock. References Students will not need to do any research before or after the event, just they do have to research a culture from any time period during the event. Instructors should have a familiarity with Tinkercad and 2D Digital Art software of their choice. Project: Making History Project Name Making History: Recreating Artifacts from History Overview & Background Students choose a culture during any period of history and research it. From their research, they will choose a representative aspect that can be recreated as a 3D model. Students will learn from instructors how to use Vector graphics to create 3D models, as well as how to use 3D modeling software, so they will have all the tools they need to complete their project. By the end of the session, they will have their printed model, and a paragraph to describe its relation to the culture they researched. All the projects will be exhibited so the class can appreciate and celebrate everyone's finished work while learning from each other. Objectives Students will learn about the culture and artifact they choose, through their research, and how to draw out blueprints in preparation for digital art. During the classes, students will learn 3D Model Creation, Vector Art, and how to turn Vector Art into a 3D Model. Audiences This project can be tailored for nearly any age group and any history class. However, this project is recommended for students ages 8 and up, so they are more likely to have the dexterity necessary to complete the digital 2D and 3D art. For older students, additional tasks and complexities may be added to the project. For instance, add another day where students redesign the artifact to modify and modernize it, so they end up with 2 models (original representation and modified creation) and 2 paragraphs (historical context and student's modernization description). Subjects History Art and Design Skills Learned (Standards) 3D Modeling 2D Vector Art Brainstorming and Planning This project could be used as a history fair to supplement the traditional curriculum, where hands-on experience is gained via student participation. However, if this project is used as a graded item, or will be judged for prizes, the rubric included is a good guide to facilitate that aim. (Rubric under “Lesson/Activity → Rubric & Assessment”) Handouts and Assets There are no specific documents to hand out to the students, but instructors may hand out the 3D Art Class and 2D Art Class tutorials if they choose. The tutorials are in "Thing Files."