Diseño y fabricación digital de tarjetas pop-ups en entornos educativos mediante tecnologías de bajo coste

La implantación de tecnologías de fabricación digital en centros escolares requiere habitualmente la creación de espacios específicos (Makerspaces, Fab labs, etc.). Sin embargo resulta interesante la introducción de estas tecnologías en aulas tradicionales. En este artículo se describe una experiencia llevada a cabo en el Colegio San Isidro, Los Salesianos de la Orotava, Tenerife en 4º curso de secundaria en la asignatura de expresión plástica, visual y audiovisual, en el que se ha realizado una actividad de diseño y creación de tarjetas pop-up. La realización de esta actividad implica el corte y doblado de papel que habitualmente se realiza mediante tijeras o cutter. Sin embargo, con la aparición de técnicas de fabricación digital de bajo coste, este proceso puede ser automatizado e introducido en cualquier aula

Habitar, construir, pensar

El planteamiento de la ciudad se enfoca desde diferentes vertientes, el espacio planificado, el espacio representado y el espacio vivencial. Cada una de estas categorías, representa un planteamiento dentro de todo el entramado social. El espacio planificado se centra en la organización previa del espacio y la distribución cartográfica de esta. Atiende a las formas más férreas y estructuradas de la ciudad, donde las transformaciones y nuevas infraestructuras son perceptibles. En el espacio representado, se gesta desde lo no tangible, no visible, pero sí existente. La ciudad es un mero transmisor de ideas o situaciones que sirven al artista para abordar una perspectiva creativa y que no se centran en la formalidad. Por último tenemos el espacio vivencial, aquel donde se generan afluencias de personas, colectividades de individuos que con su presencia y motivaciones conforman este espacio. Este espacio vivencial se aborda desde lo público o exterior, allí donde seres desconocidos entre sí, generan grupo o masa social, con una finalidad en común o no; y también se aborda desde lo privado o interior, allí donde se generan sinergias sociales desde lo afectivo o contractual. Partiendo de las distintas categorías a las que nos hemos referido, se produce un juego de posibilidades, en donde las piezas fluctúan entre los diferentes espacios, acercándose a algunos de ellos, por matices o intención del artista, permitiendo una comprensión sesgada de los lugares territoriales planteados.The city approach is focused from different perspectives: the planned space, the represented space and the experiential space. Each one of these categories is a different approach represented in a whole social framework. The planned space is focused on te previous organization of the space and its cartographic distribution. It attends to the most solid and structured forms of the city, where transformations and new infrastructures are noticeable. The represented space is originated by not touchable or visible things, but existent ones. The city just transmites ideas or situations that are useful to the artist to achieve a creative perspective, not focused in formality. In last place, the experiential space is that one where is generated influx of people and collectivities of individuals, who make up this space by their presence and motivations. This experiential space has a public or external approach, where unknown beings create a group or social mass whit a common purpose. It can also be observed from a private and internal view, where social synergies are generated from affective and contractual ambit. Starting from the different perspectives we previously mentioned, a range of possibilities is produced, where pieces fluctuate between different spaces, approaching some of them by nuances or the artist’s purpose, getting a biased understanding of the territorial spaces propose

The Classroom as a Makerspace: Use of Tablets and Cutting Plotter to Create Pop-Up Cards in Educational Environments

In some classrooms the use of digital tablets for students is already standardized and is integrated into the teaching-learning process of the school. On the other hand, the use of cutting plotters is not common, although they are low-cost, easy to use and transportable devices. These machines are usually found in digital fab-rication spaces such as Makerspaces, Fab labs, etc. However, it is interesting to introduce these technologies in traditional classrooms. This article describes an experience carried out at Colegio San Isidro, Los Salesianos de la Orotava, Tene-rife in the 3rd year of secondary school in the subject of plastic, visual and audio-visual expression, in which an activity of design and creation of pop-up cards has been carried out. This activity is made in many subjects in order to develop crea-tivity or to understand three-dimensional concepts (mathematics, plastic, etc.). This activity involves cutting and folding paper that is usually done with scissors or cutter. It is proposed to digitalize this activity by means of digital tablets and portable cutting plotters. At the end of the activity, all the students were able to make their pop-up card using the proposed technologies and felt able to carry out the work autonomously

The classroom as a Makerspace: Use of tablets and cutting plotter to create pop-up cards in educational environments

In some classrooms the use of digital tablets for students is already standardized and is integrated into the teaching-learning process of the school. On the other hand, the use of cutting plotters is not common, although they are low-cost, easy to use and transportable devices. These machines are usually found in digital fabrication spaces such as Makerspaces, Fab labs, etc. However, it is interesting to introduce these technologies in traditional classrooms. This article describes an experience carried out at Colegio San Isidro, Los Salesianos de la Orotava, Tenerife in the 3rd year of secondary school in the subject of plastic, visual and audiovisual expression, in which an activity of design and creation of pop-up cards has been carried out. This activity is made in many subjects in order to develop creativity or to understand threedimensional concepts (mathematics, plastic, etc.). This activity involves cutting and folding paper that is usually done with scissors or cutter. It is proposed to digitalize this activity by means of digital tablets and portable cutting plotters. At the end of the activity, all the students were able to make their pop-up card using the proposed technologies and felt able to carry out the work autonomously. © 2019, Kassel University Press GmbH