M2 Week 2

Assignments

• Option 1 – Press-Fit Kit

For this assignment, I created a small press-fit box using birch plywood and the laser cutter. I used two different interlocking shapes, which allowed me to assemble at least five pieces into a stable structure without using glue at first, however to make it durable I did used wood glue. While experimenting with the pieces, I realized the shape had multiple possible functions: it could work as a pencil holder, a mini shelf, or even a small platform for displaying sculptures or art pieces.

The process helped me understand how press-fit connections work and how simple geometric parts can be repurposed into different educational tools or classroom objects.

The design I used can be found in the following link Polygon Box

Process

• Step 1 Find the design and modify it to fit your needs. In my case I used the polygon box design found in the following link Polygon Box I modified the inside height.
• Step 2 Cut the pieces in the laser cutter. Six pieces total.
• Step 3 Assemble and glue the pieces together. Final product can be used for many purposes.

Reflection

• How can your press-fit / 3D object be used in education? How could other teachers use it? How could you integrate it into an activity that aligns with your curriculum or standards?

This press-fit box can be used to teach students about form, function, modular design, and spatial reasoning. Students can explore how 2D shapes transform into 3D structures and how design choices affect stability and aesthetics.

Other teachers could use the same press-fit concept for projects, combining geometry, engineering, and design, as an organization tools, such as pencil holders or small storage boxes for stations.

In my curriculum, it aligns with standards related to sculpture making, design thinking and prototyping, understanding materials and techniques, creative problem-solving and technique exploration.

Students could design their own box or structure, decorate it using artistic techniques (painting, collage, mixed media), and reflect on how functionality and aesthetics interact, students could work on collaborative sculpture, where each student designs a unique interlocking piece that contributes to a larger class artwork, or students could design a box reflecting on how their personality can be shown through a 3D design and art techniques exploration.

• Have you ever built an education portfolio? Why or why not? What could be the possible advantages?

Yes, I have built versions of an education teaching portfolio and I’m also building it now through this experience, This is especially useful when documenting student work or developing curriculum units. Some of the benefits can be, - They show evidence of growth, for students and teachers. - They can help track lesson planning and reflect on what have been worked. - It is a record that can be shared with other teachers and for future opportunities.

For art teachers, portfolios are specially important because they can keep visual processes and creative documentation for project references.

• When you execute a learning activity, how do you evaluate its success? How do you keep track of possible modifications or improvements? Do you include them in your education portfolio or learning diary?

I evaluate the success of an art learning activity by looking at different things such as: - Student engagement and willingness to explore materials. - The quality and originality of the final artworks. - Students being able to explain their artistic decisions, techniques, or concepts. - If the activity meets the intended standards or objectives.

I usually track possible improvements by taking notes during or after the lesson; I normally write on my calendar things like timing: is it enough? do they need more?, materials that worked better than expected, materials that didn’t work at all, student concerns or difficulty to manage the project, difficulty level.

Tools

• Laser Cutter
• birch plywood