3D-sculpting, photogrammetry and TinkerCad in primary teacher education

• Research topic/aim The aim was to reinforce primary teacher students’ programming skills in art education and to study their visualization of materials through 3D-sculpting as a mediator of artistic quality and individual expression. Further the aim was to reinforce higher education didactics through studying an assignment with use of both analogue and digital media. Research questions -How does a rotatable 3D visualization through photogrammetry work as an assignment for art teacher students? -What difficulties arises in the forming of an idea from physical form onto the virtual space? -What didactic implications arises in the assignment from a double didactic perspective in teacher education? Theoretical framework ”3D objects are examples of modes used in representation and communication” (Kress, 2010, s. 79). The use of technology in arts education raises some concerns with regard to learning and new thinking patterns. The role of technology in the school subject visual art from a double didactic perspective is as a tool in art education later on to be effectuated with pupils in school (Göthlund et al, 2011). Photogrammetry is a field of technology where photographs are used for, among other things, to determine the exact positions of geographic elements for example for topographic maps, but also to create rotatable 3D models of photographed objects or to create 3D visualizations of various kinds. A photogrammetry model takes its shape through triangulation. It is the different positions of the camera in relation to the photographed object that determine what shape the 3D object should take. 3D models created through photogrammetry retrieve texture information directly from the photographs. The result can therefore be very realistic and similar to the original (SND; Photogrammetry; A guide to good handling_2019-10-29.pdf, pp. 5-6). Method The project with 3D-modelling explore how the use of digital technology contribute to new perspectives on sculpting techniques with analogue materials. The assignment was made with a group of primary school teacher students who attended a lesson with photogrammetry and Tinker-cad in 2021. Before the lesson the students draw images in different techniques and shaped physical objects in clay that was digitally transformed. The material in the presentation is based on observed discussions with the students and the students’ process logs with permission from the students to use the material in research and in presentations. Result The students learned how to work with the basic shapes in TinkerCad. The students was introduced how to think the use 3D with pupils in primary education. The 3D-sculpting process requires with 2D- and 3D-thinking where the transformation of the physical object to three dimensions is part of an image-making process. The advantage of virtual objects is that they can be presented in varying sizes to find an optimal size for the final work. Tinkercad programs requires no download and can be used with iPad in a classroom. Relevance for Nordic education The project contributed to enhancement of knowledge of visual 3D-modelling, photogrammetry and use of TinkerCad in art education with primary teacher students of interest to a wider higher educational audience in teacher education.

Ämnesord

HUMANIORA  -- Annan humaniora -- Övrig annan humaniora (hsv//swe)

HUMANITIES  -- Other Humanities -- Other Humanities not elsewhere specified (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Nyckelord

3D; photogrammetry; primary teacher education; visual arts; visualization

Publikations- och innehållstyp

vet (ämneskategori)

kon (ämneskategori)