Hi Doug, can you tell me a little about yourself and what you do?
Hi! I'm Doug Picard, and I teach engineering and manufacturing at the Greene County Career Center. I have been a teacher for 5 years, and prior to that, I was in the United States Air Force for 21 years. I enjoy spending time with my family, building Lego sets, and making skateboards!
How did you hear about Roarockit? What inspired you to bring skateboard building into the classroom?
I heard about Roarockit through a local person who builds surfboards. I have always looked for things to bring to my classroom that aren't "traditional" classroom projects, and since I have always had an affinity for skateboarding, it was a natural fit for my lab. Skateboards are a universal language - even if you won't ever ride on one, they are still a piece of art you can admire. I also wanted to do this in a more authentic way than unsafe skateboards cut from flat plywood.
How do you feel this program benefits the classroom? How do you work this into your curriculum?
This program immensely benefits my lab. My students use Adobe Illustrator to create their board types, place holes, and send to the laser cutter. This project is an excellent introduction to Computer Aided Design. After that, we use a website called SK8CAD to create 3D molds. My students learn about handling STL files that can be 3D printed or cut on a CNC router. We use a router, and cut the molds into 2" foam. A couple years ago, I had a student who really didn't like having to pump by hand, and they designed a valve that attaches to the Thin Air Press bag and a vacuum. We discuss the process and benefits of veneers and vacuum pressure, and how much more convenient using air is vs. a hydraulic press when making individual boards vs. mass production. We also partner with our digital design lab for custom artwork, and auto collision lab for custom paint jobs on the boards.
What were the students’ reactions to getting to build skateboards in the classroom? Do you have any special stories to share of the effects it had on your students?
The students are always surprised to see that we do it because it's not a project that is done a lot around here. They are surprised by the amount of work and craftsmanship that goes into the boards, and rise to the occasion to make it the best that they can. For a lot of our students, it is the first time they have ever made anything significant in their lives. Their sense of accomplishment when they have a smooth board is incredible to see.
How were you able to get skateboard building started in your class, did you have to jump through any administrative hoops to get there?
I am fortunate to work at a school that gives me the autonomy to incorporate mostly anything I want into my classroom, so I had zero administrative hoops to jump through. Every year we display our boards and now it is a school tradition around the end of November to see what our lab has created. Whenever I have an opportunity, I talk about Roarockit's method and low-cost way of bringing boardmaking into classrooms and camps.
How did it turn out? Are the students riding their boards afterwards, or do they use them more as an art project?
I would say that it's half and half. And most of the riders are still learning and I recommend a practice board so they don't accidentally mess up their handmade boards. The art project ones we have made are very creative, from sports teams to pop culture.
Do you have a history of skateboarding?
Key word - "history" :) I used to actively skateboard when I was in high school. Practice makes perfect, and once I moved from New York after graduating, my practice time diminished. I have great memories of skateboarding around Syracuse's university hill and at the Everson Museum of Art. Every year I build boards with my students and I even built boards for my son and nephew last Christmas. They're 5, and I love watching them get comfortable on the boards.
Thanks for your time Doug!
Taryn O’Grady,
Roarockit Skateboard Company