Phase 1: Lecture, Introduction to the Renaissance
Write down key words to Pt. 1. Explain the following words whilst the lecture is in progress.
Explain the following words
Write a short explanation of every concept and illustrate this with the use of a simple drawing or photograph. Use A3 drawing paper.
• Change of paradigm
• Printing press
• Memento mori
• Fresco technique
• Contra posto
• Drapery, draping
• The Golden Ratio
• Centralised Church
• Mechanical Toy
Phase 2: Testing of 3D-program
- Divide into groups, work together and help each other.
We begin by watching introduction videos in order to get a basic
knowledge of the different tools (links on itslearning)
Use of Software
We use Tinkercad to start with, and later, those who want to, can
explore Autodesk Fusion 360. Both are nett based and a download is necessary. First, make a student account: Go to tinkercad.com – and then “Sign in”, fill in required information and remember to cross off for Free account.
Another interesting program is Sculptris which is more loosely based on construction, but rather more organic. Try this after you have tested Tinkercad. This may be downloaded from the following website: http://pixologic.com/sculptris/
Another useful program is SketchUp for 3D-printing. The program is nett based and can be found here: https://www.sketchup.com
The finished digital product can be prepared for printing in the slicer program Cura. It can be downloaded from this website:
Use of Hardware
The 3D-printer at our school is Ultimaker 2 Extended +.
Phase 3: Lecture, Painting and sculpture during the Renaissance
Write down key words of major concepts in “Explain the following terms” whilst the lecture is in progress.
Phase 4: Palette Renaissance painting
Choose a well-known painting from the Renaissance and find a good example of it online. Place the photo into Illustrator. (- drag the photo directly down to the icon in Dock or File – Place) Use the Rectangle Tool to make six identical boxes (- you can get quadratic boxes by holding down Shift when you drag out) without filling or contours (- you can have a black line whilst you are working, but you must remember to remove it afterwards). Use the Eyedropper Tool to pick out six different colours from the painting that you like and place these in the quadrant.
Make a heading, give the title of the painting + class in accordance with the layout below:
Store as a PDF file. Print-out of the palette is then placed in the black folder. Title: Palette
Write a short text about the painting you have chosen (Artist, year, technique, theme and so on) and draw some details from the painting in colour.
Title: Facts about chosen painting.
Phase 6: Lecture Architecture during the Renaissance
Write down key words to the extra concepts in “Explain the following words” whilst the
lecture is in progress.
Phase 7: Introduction exercise
What is a mechanical toy?
Any device which converts movement just for the sake of amusement.
Demonstration of rotational movements with the help of dummies.
Explain the individual parts of the illustration by drawing on the following words: handle, frame, shaft (of steel wire or wood), brake pad, driver, follow wheel, stay, cam (non-centrical)
The principles are simple, but in order to get it to work it is necessary that at one
experiments with adjusting the parts in relation to one another. The engineering must
function properly and not just the design.
Phase 8: Task; Design a mechanically moveable toy
Design an individual toy in a frame which moves with the help of rotation.
What is the toy to be used for? Is it supposed to be a decorative object, a
demonstration model for scientific research, a collector’s item, a teaching aid in science
class, tell a story when it is assembled, illustrate a fairy story or be four variations of the
same thing? The main aim is inextricably linked to the theme of “play”.
The design team must have a common theme which must be discussed and
approved by the teachers. The point of departure should be a historical event, a song, a
story or a fairy tale.
Is decided by the design team and this must be adapted to suit all.
at least some of the toy has to be made using one of the 3D-programs and
printed on a 3D-printer. The design bureau can choose whether this should be done individually or together. You may choose to use a piece made by the group or individually. The framework is to be made of wood. Some metal must also be used, otherwise materials can be chosen freely.
The design team decides which of the group members’ palettes should be used by
all. You can also mix in black and white, and use the original colours of the materials used.
Adjusted frame, proposed dimensions 15x15 cm = 60 cm plank for all.
Phase 9: Individual Process (A – E)
Individual work plans
A: Rough sketch
Quickly draw a rough sketch of your toy on an A3 Drawing
Title: Idea sketches of toy
B: Develop further
Choose one of your sketches and continue working on your idea. Prepare and develop this drawing thoroughly.
Title: Development of idea
Make one or more dummies and test the mechanical workings and its form.
Choose your own size. Take a photograph and paste it into a document with your comments. Photographs.
D: Model mechanical toy
Build a model. (Check the wording of your task). Put the
emphasis on the handwork (finish) and good use of
materials/texture so that you end up with a product that works well.
E: Photo and self-assessment
Photograph the model with a neutral background, print out the photo and glue it onto a
sheet of A3 drawing paper. Write a short text justifying for your design and your self-assessment.
Title: Final product with comments
Hand in photo to your teacher via itslearning in jpg-format.
Your work up to Phase 7 must be placed in your folder. Remember to write your name, date and class on the bottom right hand side in small letters. Your dummy and prototype are to be handed in to your teacher, write your initials with a pencil at the bottom.
Phase 10: Group work
Tasks that must be completed within the team
1. Make a collective sales poster for your models.
Use the theme and colours you have chosen in order to reach your target group. This must be made in Illustrator (vector based)
A3 (We might print it out in a bigger size later).
Print out and hang up in your allotted space.
2. The toys will be presented on an English language blog as part of Erasmus+
A. Make a short film of every toy whilst it is in operation until the whole movement has been seen. Use white craft paper in a bow as your background and use natural lighting. Use a stand or hold still. The film must be uploaded to your allotted place.
B. Write a short collective text in English explaining your reasoning behind the process. You may work on the text in your English class in week 13. Specify how you have worked using the 3D-program and how this has been integrated in each toy. Here are the minimum requirements for your collective blog:
- Who we are? (name of the design team, names of the group members, class and name of school)
- What is the task?
- What is a mechanical toy?
- What is our aim, theme and target group?
- What is 3D-printing?
- What experience do we have with 3D-programs? What skills did we possess at the start of the project? What programs have we used? What new skills have we acquired?
C. Each individual explains the reasoning behind his or her toy and how the 3D-printed parts are integrated. You may use photos to illustrate this. Here are the minimum requirements for the individual blogs:
- Which 3D-program was used for the printed part(s)? Which program do I prefer and why?
- How did I integrate the printed parts into the design of the toy?
- What have I learned?
Collective and individual texts (Word documents) with photos must be sent to your contact teacher on itslearning.