Project 2 – Safety Training

For the second project, we will be working, in my opinion, with the most dangerous machine in the maker space for many reasons. First of all, the machine that we will be using has a strong laser that can burn skin and damage crucial parts of the eyes and thus harm the vision. In addition to that, this machine can cause a fire hazard if we set it up incorrectly, i.e., every material has particular settings that need to be used to cut safely and it is crucial to follow these guidelines. To protect our eyes and people’s eyes in the shop, all should wear special tinted glasses. It is important to babysit the machine and watch the process because fire can occur. If we notice a small fire, we should stop the machine and use a spray bottle to get rid of the fire. We will need to use a fire extinguisher and other guidelines in case the fire gets bigger. During the training, we learned the escaping routes, fire alarms locations, and the place where people meet after escaping the building.

The post-production process includes numbering the parts, then assembling them using a small amount of glue and wooden dowels (or other material of choice).

Project 1 – Safety Training

The main purpose of the safety training was to familiarize students with the software needed for the vinyl cutting, the vinyl cutter itself, and the post-production process. In addition to that, students had to learn how to use tools safely.

The process of vinyl cutting consists of some important steps. First, we need to set up the machine and feed vinyl to it properly. Then we need to import our SVG file in Inkscape. Then, it is important to perform a test cut before starting the main cut. After starting the cut it is important to watch the whole process of cutting aka. babysit the machine. One of the main hazards in this process is the cutting blade of the machine which is very sharp.

Post-production process:

  • weeding (removing vinyl from the ground area). In this step, it is crucial to work carefully because this process includes the use of an X-Acto Knife which is extremely sharp. To perform weeding successfully it is important to use fresh blades in the X-Acto knife, but it is also important to remember no to throw away used blades into the trash can and use the special containers.
  • application of transferring tape
  • transferring decal to the surface

Project 3 – Design Concept

For the third project, the main objective is to create a surreal 3D composition and print it using the 3D Printer. For this composition, students could use the 3D scans of the objects they have at home; they could also search for meshes in Thigyverse or model objects in Fusion 360.

To get a good 3D-scan of something, the object should have particular characteristics such as it should not be transparent; it is better to be light and not shiny.  Well, I could not find such an object at home and went to the thrift store where I found a white ceramic pear that cost me around 2 dollars.  So my second step was to think of interesting surreal composition. I googled and found some interesting surreal compositions with pears, but I wanted to create something unique. My mum is a very creative person, and while talking to her on the phone, we develop the idea of creating a composition about Covid-19 – a Covid Pear. The strongest association with Covid for me is face-masks that we need to wear in public places, so I searched for them in Thingiverse and found some models. Also, it is flu season now, and we are encouraged to have flu shots. So I added a syringe to my composition.  The following is a sketch of my idea for project #3:

sketch - project 3

 

Project 1 – Design Iteration

After creating sketches, I had to choose my favorite one to recreate it in Adobe Illustrator CC and then use a vinyl cutter to create the decal. I chose the following logo because I spent a lot of time sketching it, and it has interesting loops and looks dynamic.

After transferring the sketch into Illustrator, I tried using Pen Tool to create a line/stroke in the middle of the letters, but I faced some issues. In lettering/calligraphy, the strokes that go down should be bolder than the strokes that go up. Well, I tried two options, and both of them failed:

1) Illustrator has default brush strokes and also allows users to create their own brush strokes. However, after applying them, the letters looked very strange.

2) The second option was to use the Width Tool. It could work, but because my logo has many loops, it looked not very good in the end.

So after some trials and errors, I figured out that the better solution will be to trace letters using the Pen Tool, and it worked. The result is represented in the following picture:

Logo-iteration

The next steps are going to be 1) improving the letters’ shapes, 2) creating gaps in the circle, and 3) preparing the file for cutting.

Project 4 – Reference

For the fourth project, there were some readings and various tutorials.

  • Parallel Universes, Chapter 8. This chapter’s main purpose is to introduce students to visual principles, and for this project, we visit visual principles such as Direction and Contrast. The direction is associated with creating the path through the work, so the viewer pays attention to the focal points and visual structures. The contrast can occur when the qualitatively different objects and events occur in the same visual field, e.g., round vs. square, straight vs. curly, large vs. small, etc.
  • Parallel Universes, Chapter 6. This chapter’s main goal is to familiarize students with the notion of Kinematics, motion, and time. A Kinematic object exhibits physical changes over time. These changes can be caused by internal and external phenomena such as translation (move from one point to another), rotation (spanning around an axis), vibration ( shift in location or scale in some pattern). Time is the fourth dimension; however, we experience it in a different way than other dimensions. Our perception of time depends on culture. So, people living in western countries associate time as a straight line that moves forward continuously.  On the other hand, some cultures depict this line as non-linear (the cyclic or parallel concept of time). We percept motion as a change over time. In art, the notion of motion can be represented through implied motion, actual motion, and the illusion of motion.
  • LinkedIn Learning, Learning Autodesk Fusion360. In this tutorial, the students had to focus on Parametric sketching and Geometric modeling. I was surprised that it is much easier to create complex bodies with sketching. However, I also faced some problems while working with this tutorial. When we worked on sketching the struts, the instructor wanted us to create fillets on the sketch (see the picture below), but I could not do it on the sketch because it resulted in strange-looking additions to the strut. So this problem was solved by first creating the sketch without the fillet, then extruding the part, and only adding the fillet to the body. In addition to that problem, my Strand Beast leg does not move as it should move, I tried to fix it, but after some time, I decided to leave it alone because it already took a lot of time. The result of the tutorial is represented in the following embed.

  • The other tutorials’ main purpose was to introduce students to CNC mill, its set-up, and CAM software. Students also learned about the MeshCam program that generated G-code that CNC mill uses to recreate the design. In addition to that, there was a video that talked about the Mach3 app that turns a computer into a CNC controller.
  • Collage and Montage in Art. This article’s main goal is to bring in the idea of collage in art,  show that it is not only can appear in 2D, and also introduce students to the pioneer of this type of art expression – Louise Nevelson.

Project 2 – Design Iteration

For now, my model for the 2nd project had been through 4 iterations. There are still things that I need to work on, for example, the handle and the spout of the teapot do not look like I want them to look. It needs to be said, that this teapot consists of 5 bodies, that need to be joined later. The reason for that is that the body of the teapot is geometrical, and it was impossible to maintain the geometry when I tried to create a spout without adding a new body. The same happened to the handle and the lid. In addition to that, I faced the problem when I added symmetry to the body and tried to work with the upper part.  Somehow, the faces intersected and I could not fix this problem, so I had to start from scratch. It showed me that saving iterations is crucial, however to many savings are not helpful either, so it is important to find the right balance.

Here are 4 iterations if the model:

  • Iteration 1: created the body of the teapot 

Iteration 1

  • Iteration 2: added spout to the teapot.

Iteration 2

  • Iteration 3: added lid.

ITERATION 3

  • Iteration 4: added handle

ITERATION 4

The current state of the project is represented in the following embed from Fusion360.

 

Project 3 – Exercise Reflection

In the 3rd project, we are going to work in Autodesk Meshmixer and that is why the main goal of the exercises was to familiarize students with the Meshmixer workflow. As I did not choose an object to scan yet, I performed exercises on the Stanford Bunny. The first part of the exercise was to fix the mesh on the bunny, reduce the number of polygons, and also to repair a hole in the bottom of it. The result is shown in the following embed.

The next part of the exercise was to explore various modifications that can be made to the object in the Meshmixer. These modifications include:

  • scale and distortion
  • lo-res
  • voxel
  • Voronoi
  • streamline
  • lattice

After reading about these modifications, the students were asked to implement one of them on the object.  I chose a lattice effect and the result is shown in the following embed.

The main goal of the third exercise was to remind students about Booleans in modeling and also teach how to work with mesh in Fusion 360. Also, students were asked to explore various Surreal Stanford study cases and implement one of them. I decided to replicate David Mack/Rachael Whiteread Bunny.  The result can be seen in the following embed.

 

 

Project 3 – Reference Reflection

The third project references are Chapters 8 and 14 of Parallel Universes, Alternate Realities, and LinkedIn Learning tutorials.

In chapter 8 of Parallel Universes, students were asked to read about the following visual principles: Hierarchy and Scale. Two relationships of order can occur in Hierarchy: Emphasis and Subordination. Emphasis is represented by the main object/event, and Subordination is represented by the dependent objects/events that modify or complement the emphasized feature. The scale is a relationship between an object and its context (or other external relationship). When we change the size of an object, we change the scale with its environment. Changing the size of the surroundings can also change the scale of the object.

Chapter 14 of Parallel Universes discusses material processes such as addition, subtraction, assembly, and substitution. Addition (modeling) is characterized by building using soft material that can be modeled by hand. However, computer software (Mudbox) allows the modeler to manipulate volume as if he or she was working with clay. Subtraction occurs when works reveal from a larger volume through the process of carving. In traditional sculpture, the material such as stone or wood is used in the subtractive process. Assembly is a practice of manipulating the existing objects through assembly and construction. Digital analog of assembly can be seen in boolean union commands and juxtaposition of the elements. Substitution is a process of creating a form in first, intermediate material in order to recreate it in the second, final material. It is a process of creating a mold. In digital art, 3D scanning is a way of acquiring the data from the physical world.

Alternate Realities Discusses the notion of realism in the art world. The reality in art takes many forms, such as Realism, Surrealism, Photorealism, Hyperrealism, Virtual Reality, Augmented Reality, Computer Generated Imagery, Digital Fabrication. All of them try to imitate the real world.
Realism emerges in France in the 1850s when the artists attempted to represent the world around them in a truthful way without supernatural elements and fiction. In turn, Surrealist artists use traditional realism techniques in the non-traditional way when they explore the subconscious rather than the conscious state. In photorealism, artists study the photograph and try to reproduce the image by painting, drawing, and other graphic media. Hyperrealism occurs with the emergence of high-resolution digital images. Hyperrealistic painting or sculpture resembles a high-resolution photograph, which creates the sense that it is more real than real. Computer Created Imagery is an application of computer graphics in creating still or animated visual content.

LinkedIn Learning tutorials’ main goal was to introduce and familiarize students with Autodesk Meshmixer, 3D printing, and 3D scanning. In the tutorial on Meshmixer, the instructor discussed its interface, talked about how to save and import files, and showed the technique of fixing mesh automatically and with remeshing. In addition to that, students learned what separate bodies mean in Meshmixer and how to export them. In the tutorial on 3D printing and scanning, the instructor showed how to use 3D printing software, FDM-style 3d printers, and a laser scanner. The main takeaway from these tutorials was that it is recommended to work in a standard shader because it shows the outside and inside faces in different colors, and this might help detect the problems.