Hi Matt, can you tell me a little about yourself and what you do?
Hello! My name is Matt Pike, and I am a passionate educator at St. Patrick’s College. Currently, I’m on a special teaching allowance called Permission to Teach, as I am in the final stages of completing my Bachelor’s Degree in Education.
My journey began in the construction industry, specifically in plumbing. I started my apprenticeship in 2004 and worked in the field until 2020, when I decided to transition into teaching within the Design Technology faculty. This career shift was driven by my desire to make a meaningful impact on young people’s lives, particularly those who find traditional classroom settings challenging.
As someone who struggled to sit still in class, I always thrived in hands-on, creative environments. My love for design, building, and learning through physical activity inspired me to help students discover their potential in similar ways. After achieving my goals in the construction industry, I felt it was time to pass on my knowledge and skills to the next generation.
How did you hear about Roarockit? What inspired you to teach skateboard building?
I was introduced to Roarockit and the art of skateboard building during my first year of teaching at St. Patrick’s College. Before this, I had always enjoyed tinkering with bikes, skateboards, and anything else I could get my hands on. Marcus, a colleague who had previously taught this unit at another school, wanted to introduce it to our Grade 10 students as a relevant and engaging project that perfectly suits their age group.
I eagerly embraced this opportunity and have thoroughly enjoyed teaching it over the past two years. Initially, we only had the molds to build popsicle boards. However, our collection has since expanded to include a wide range of molds for building everything from penny boards to cruisers (both long and short), longboards, and even the old-school 80s/90s style boards that I grew up with.
We acquired this diverse collection in several ways. While we did purchase some molds from Roarockit, both my students and I also brought in our own boards, removed the trucks, and used the existing boards to create new molds for replication. This has provided students with a wide variety of shapes and sizes to choose from, allowing them to build a board that is truly personalized to their liking.
How do you feel this program benefits the students? How do you work this into your curriculum?
Firstly, this unit truly captivates students — they get to make skateboards! It not only provides them with insights into how manufactured boards are created, but does so in a way that aligns with their interests.
Additionally, I’ve worked diligently to build their theoretical portfolio, offering students a valuable source of evidence for potential job interviews within the trades industry.
Safety Modules: Students begin by completing 30 online safety modules tailored to their age group’s required skillset. They compile certificates of completion at the start of their portfolio, giving future employers a clear understanding of their skills and knowledge in using a wide range of tools and equipment.
Research on Manufactured Boards: Students research three different types of manufactured boards, such as plywood, MDF, and chipboard. This teaches them about the structural integrity of various materials and addresses sustainability issues in product creation.
Evolution of Skateboarding: We explore the history of skateboarding, from its origins with fence pails and clay wheels to modern carbon fibre electric skateboards. This research allows students to appreciate how far skateboarding has come.
Design Brief: Students create a design brief based on a client’s wants and needs, personalizing their boards in terms of shape, size, and even the graphics they intend to laser cut on the deck. This engages students on a personal level, allowing them to have input in their learning. Many students create boards for themselves, but some have made boards for siblings, parents, and even grandparents.
Building the Board: Using tutorials from the Roarockit website, students watch and record all relevant information required to build their board. They start with the preparation phase, documenting necessary items and creating a production log that emphasizes the grain direction of the plywood for structural integrity. This log continues through the shaping phase, where students document their progress and the workshop tools they use.
Custom Graphics: As part of the design brief, students create custom graphics for laser cutting. This is one of my favourite aspects of the project, and I encourage students to think outside the box. I teach them how to use Adobe Illustrator and guide them in creating unique designs. These designs are then etched onto their decks using a laser cutter.
Peer Evaluation: Students have their boards evaluated by their peers based on finishing, custom graphics, and adherence to the design brief. Peer feedback is constructive and helps students improve their next project.
Pricing the Board: At the end of the project, students determine a price for their board. They research existing boards online and consider material and labour costs. This part of the assessment is fascinating, as it reveals how much students value their time and effort. Most boards are priced around $250, with students typically valuing their labour at $20 per hour for construction, finishing, and custom logo design.
What were the students’ reactions to getting to build skateboards? Do you have any special stories to share of the effects it had on them?
The students absolutely love this project. It’s highly relevant to their age group and provides them with something they can keep long-term. Some students build their boards to ride, others for decoration, and a few even make them as gifts for loved ones.
One memorable story from my first year teaching this unit involves a student who wanted to create a completely unique board. He purchased an old board from a marketplace for $20 and brought it to school. Together, we removed the trucks and used his board as a mold, making slight adjustments to the length and width during the shaping process. Once the board was complete, he bought his own grip tape, trucks, and wheels, and I helped him finish the build. This was my first time building a skateboard from scratch, and the outcome was incredibly uplifting for me as a new teacher to the unit.
How were you able to take over the skateboard building program? What changes have you made to suit your teaching style?
When I first started teaching at St. Pat’s I was given two grade 10 classes, so this unit was entirely new to me. Reflecting on the original assignment, I restructured it to provide students with a purposeful portfolio. Most students who choose this subject are interested in a trade pathway, so I aimed to create something they could present to potential employers when applying for apprenticeships. The content we explore demonstrates to employers that, even without prior trade experience, students can complete safety modules, conduct research, maintain production logs, and engage in design and evaluation.
One aspect I emphasize with my students is logo design. I have a passion for graffiti, art, hip hop, bands, and logos — anything creative. With a solid knowledge of Adobe Illustrator, I enjoy taking simple designs and transforming them into something extraordinary. My latest design was inspired by a TV program that claimed hot chips are the best meal for protecting biodiversity. It was such a quirky topic, but I ran with it, incorporating elements of Captain Planet, a show I watched as a kid. The final graphic features a hot chip kid ripping up on a skateboard, spilling sauce everywhere. It was a fun and spontaneous creation, and that’s exactly what I try to instil in my students. Skateboarding is all about pushing limits and embracing creativity.
How did it turn out? Are the students riding their boards afterwards, or do they use them more as an art project?
This project has been a tremendous success. Every student completes their board, designs their own custom logo, and takes their finished board home. Some students choose to skate on their boards, applying trucks and grip tape, while the majority keep their boards as art pieces for their rooms. I even have one of my own boards displayed on my bedroom wall and often show pictures to the students to inspire them.
To help students display their boards, I designed and implemented a small skateboard stand as part of the project. Given the time delay between the vacuum pressing process, I created this stand based on a design I found online. It provides students with something to work on while each phase of their board is gluing and drying. Looking ahead, I plan to extend this project further by introducing wall mount brackets.
Do you have a history of skateboarding?
Not really. Growing up in the 90s, we were always outside on bikes, skateboards, or rollerblades, but I never got into riding skateboards seriously. I spent countless hours playing Tony Hawk on PlayStation, but I wasn’t a great skater. However, I’ve always loved the culture, the clothing, the shoes, and the essence of what skateboarding represents. I regularly visit skateboard shops just to admire the deck artwork. I love how it pushes the boundaries of creativity.
Now, approaching 40, riding is definitely out of the question (got bills to pay!), but I still watch in awe of the men, women, and kids who do. The 2024 Olympics were incredible, and seeing young athletes like Arisa Trew and Keegan Palmer win gold for Australia was unreal. I’m sure it will inspire future Aussie and international kids to push the limits.
Thanks for your time, Matthew! Any last words for the viewers back home?
I get paid to build skateboards! It’s not work if you’re having fun!
Taryn O'Grady,
Roarockit Skateboard Company