The objective of the project is the introduction of new technologies into traditional craft culture. Students will design matrices and after printing them on a 3D printer they will use them to create
The focus of the target group
Type of school: Elementary art school, High school of clothing industry
Recommended age:
The project was implemented with students aged 9-13. However, it is suitable for both younger and older age groups. The younger age group can participate in the design of the matrices, except for the technical part, when the teacher will have to convert the drawings into a 3D model, but the following creation of simple clothes or fashion accessories can be done, according to our experience, even by children from the age of 6. Older students can participate in the entire process.
Necessary knowledge and skills
Depending on the equipment of the schools and the age group with which the project is implemented:
- Drawing of basic shapes and distinctive features of an object - pupils aged 6 and older – pupils must be able to draw basic shapes in such a way that they are able to outline the basic shapes of the intended object with sufficiently thick lines.
- Scanning - students aged 9 and older, or the teacher - basic work with a scanner - it is only about scanning and saving a file in image format (jpg, png...)
- Image cleaning and conversion to a 3D image, basic work with the Inkscape software – students aged 9 and older, or the teacher - basic work with the Inkscape program (or a similar program for converting an image into vector graphics) - importing a scanned image, converting it and saving it with the SVG extension
- Creating the matrices in Tinkercad software - students aged 9 and older, or a teacher - basic work with the Tinkercad program - importing an image in SVG format + adding a background part, adjusting the size, exporting in STL format, saving the file
- Slicing - students aged 9 and older, or the teacher - basic work with the PrusaSlicer software - importing an STL file, setting print parameters, generating g-code, saving the file to a flash drive or SD card (depending on the printer used)
- Printing a 3D model - students aged 9 and older, or the teacher - basic work with a 3D printer - connecting the external media on which the object is to be printed, inserting the filament, starting the printing process
- Adjusting the model with sandpaper – students aged 6 and older, Sanding the surface of the matrices with sandpaper
- Applying paint for blueprints – students aged 6 and older, dipping the matrix in paint and printing on canvas, working with paint and a brush
- Sending the created fabric for machine processing – the teacher, sending the prepared canvas to the company that dyes the fabric (we used the service here: www.straznicky-modrotisk.cz), washing and ironing the fabric
- Final processing of the fabric with the blueprint, sewing – the teacher, students aged six and older (depending on the complexity of the cut) – searching for the desired cut or video instructions on the Internet. For example: www.google.com – type in the search engine: sewing and cutting an apron, sewing and cutting a scarf, sewing and cutting a circle skirt, measuring the body using a tailor's tape measure, drawing the shape of the cut according to the instructions (or template) on tailor's paper, cutting out the shape, redrawing the shape on the fabric with tailor's chalk, cutting the fabric according to the drawn shape, basic work with sewing supplies - threading, basic stitches, or basic working with a sewing machine: threading, choosing a stitch size, operating a sewing machine while sewing, ironing
Project objectives
The aim of the project is to combine valuable cultural traditions with new technologies and craftsmanship. Students will learn to create designs for blueprints in a way that supports their artistic and crafting skills useful in everyday life and at the same time supports the development of technical skills that will enable them to realize the designs. They will get to know both the cultural heritage of our country and the technologies that will allow them to preserve and develop this heritage. Students will also gain experience in the clothing industry; they will create their own original clothing or a fashion accessory.
Required equipment
Pencil (soft, for erasable option), eraser, thick black marker, white A4 paper, templates for design inspiration, scanner, computer with internet connection, 3D printer with removable media, Inkscape software (or other software for converting to vector graphics) , Tinkercad online tool, paper towels, plastic tablecloths, or a plastic roll as a substrate for the canvas, shallow containers (plastic lids from cans or buckets... in a size exceeding the size of the matrix), brushes, fine sandpaper, cutting paper (in our (in the case of one student 120x90 cm), tailor's chalk, tailor's tape measure, paper scissors, tailor's scissors, iron, ironing board, needles, threads, ideally a sewing machine, pins, other sewing supplies and accessories depending on the intended product (zippers, elastic bands) , the cut of the intended product or an old product, according to which you will cut the fabric (in our case, an old kitchen apron), white cotton canvas (at least 1 running meter with a width of 132 cm per student), paint for blue printing – printing pop (both can be ordered here www.straznicky-modrotisk.cz/ vlastni-modrotisk/), disposable gloves (not necessary, but useful for applying paint)
www.youtube.com (blueprint videos) www.google.com (search engine – sewing, editing, images) Appendix 1. – designing matrices Appendix 2. – matrices modification for 3D printing Appendix 3. – slicing Appendix 4. – blueprinting Appendix 5. - sewing from a blueprint STL files - insects SVG files - insects G-code files - insects
3D modelingWorkroom
Project time schedule
When preparing the project, it is necessary to become familiar with the blueprint process, find an interesting theme for the production of matrices (insects, flowers, space...) and find suitable cuts for the final product, corresponding to the complexity of the age group with which we will realize the blueprint.
Workflow
- Introduce the project to the students, history and process of blueprinting, for example using YouTube videos
- Show students templates for the selected theme for creating matrices - images on the Internet, scientific atlases, photographs, etc.
- Show the students the final product and the process of its creation
- Students will draw a picture on A4 according to the given theme – first with a pencil and then cover it with a thick black marker (see Appendix 1 – designing the matrices)
- Students or the teacher will scan the pictures. Using Inkscape and Tinkercad software, they edit them into a format suitable for 3D printing (see Appendix 2 - matrices modification for 3D printing)
- Students or the teacher perform slicing in the PrusaSlicer software (see Appendix 3 - Slicing)
- Printing the 3D models – according to the particular printer
- Preparation of the canvas and tools for the blueprint (see Appendix 4 – Blueprinting)
- Students will print the finished matrices on canvas, or decorate the canvas with brushes (see Appendix 4 – Blueprinting)
- The teacher will send the canvas to be dyed (see Appendix 4 – Blueprinting)
- The teacher sprinkles and irons the dyed canvas
- The teacher will prepare the canvas, patterns and tools for sewing (see Appendix 5 – Sewing from a blueprint)
- Pupils, with the help of the teacher, perform the cutting and sewing from the blueprint (see Appendix 5 – Sewing from the blueprint)
- Feedback from students and teachers that participated in the project (in the form of discussion or questionnaires.). It is always good to find out what the pupils enjoyed, where difficulties occurred, what needs to be adjusted for the next implementation.
Conclusion:
The implementation of the project brought us a lot of unexpected knowledge. Considering that our students already had experience with sewing, the creation of the apron itself did not bring us any surprises. However, the enthusiasm of the students and lecturers during the preparation of the project and their enthusiasm when using 3D printing, when an object that they could take in their hands and continue to create with was "conjured" under their hands from a painted image, was truly enormous. In the same way, the possibility of connecting experienced and established procedures with new technologies brought everyone inspiration for further activity.
In the final discussion, the students also mentioned that their product caught the interest of their parents so much that they let their children enlighten them about the used techniques, both about blueprinting and its history, and about 3D printing and its possibilities. The goals of the project were met beyond expectations, and all of us who participated in it would like to thank Prusa Research, a.s. for the possibilities that have opened up for us for further creative work
Authors
Zdeňka Šichová, dipl.um. Mgr. Hana Celnarová
The author hasn't provided the model origin yet.