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3. Week 03

This week I worked on making ball and socket joints for a 3D project.

Dunny 3D Printing Project

For several years I have collabrated with HS Art and college Art Foundations 1 classes to do an introductory 3D printing project we call Dunny Monsters. It is based on a pop culture toy called a dunny (devil bunny). Students are learning media arts standards (virtual sculpting) as well as fablab skills using CAD and CAM software. The overview is that students sculpt a head using ScupltGL web-based software, upload the body of a Dunny from thingaverse, and combine the two designs in TinkerCAD. Then learn to use the slicing software and successfully print their Dunny Monsters. The lesson plan is found here

Taking a look at the advanced tasks this week, of creating 3D printed parts that snap together with joints, my idea was to create an advanced Dunny that could move. I used the ball and socket joints found in TinkerCAD to allow the Dunny to move both arms and its head. When I teach this unit next, I would like to incorporate a Stop Motion Film option. They can use multiple characters and film a story. This is a fledgling idea and may take some time to develop.

Original Dunnys OG Dunny

Test sockets from TinkerCAD sockets

Dunny with new ball and sock joints tinkercad dunny

Dunny being sliced for PRUSA sliced

Final printed movable Dunny dunny sockets

Reflection

1. Are you planning to use the fabricated object in your classroom? If so, how?

This object will be used as inspiration for the next Dunny Monster PBL we co-lead. It will be an advanced option for students.

2. Think on a learning activity involving 3D printing. How could it be aligned with your curriculum / standard? What are the challenges?

This project is aligned with Art curriculum standards at both the HS level and college level. The specific learning target for HS is Media, Techniques, and Processes: • LT 1: I can employ different types of media, techniques, and processes used to create various art forms.

During this project students are given the oportunity to earn an Industry Certification called “Dremel 3D Idea Builder” details are found here This certification can earn students a special Tennessee HS Diploma recognition if they also have a qualifying ACT score. These non-academic honors motivate students much more that a grade in their Art class can.

The biggest challenge is time management and the multiple steps students need to master to create a completed project and potentially earn an Industry Certificatation.

3. Have you started an educational portfolio? Why or why not? In your opinion which are the advantages of having these education portfolios? How do evaluate success a learning activity and how do you keep track of possible modification /improvements ideas?

I have an informal educational portfolio that helps me keep my CV (resume) up to date. I keep all my ideas for lesson plans and resources in Google Drive with a few that I feel are good enough to share on our school website, scopesdf, and in FabFolio.

Our school is specific about grading the content standards in a PBL not the product itself. The rubric for this project requires students to earn four micro-credentials in the steps from designing in Sulpt GL and TinkerCAD, using the slicing software, and finally operating the 3D printer. They document their processes and show evidence of mastery. We keep track of their micro-credentials in an app called FabFolio (https://www.vwelab.org/fabfolio) and the content teacher uses the rubric to assess their content standards.