At first this project allotted me much more creative freedom than any of our past projects because I was familiar with both Adobe Illustrator and laser cutting with the Digital Fabrication Lab. Learning more about the ways I can utilize the resources at our school such as the D.F.L. was my favorite part of this project. The perimeter of creating something as a set of four allowed me a good amount of room for invention but also grounded my thinking process. However, once we began working with the Arduino, I found myself facing new challenges and having to fill certain requirements that didn’t necessarily enhance the aesthetics of my lantern. Though, I was pleased to see that everything I learned from the past Arduino project stuck and was easily applied the coding and wiring of the breadboard. This is a great example of the cyclical path of knowledge seen in design thinking. The most difficult part of this project for me was the general physical construction including working with the wires, soldering, adding lights, hot gluing, taping, etcetera. It was a bit frustrating for me personally because I had minimal class time to work through the assemblage but ample time to work on my illustrator design which I needed less assistance with. Overall it was nice to utilize past skills from graphic design and knowledge from art history for a new project, and I’m quite happy with the final result. In a classroom setting I would use this project to incorporate an art history lesson for high school students similar to the way I went about my project. Students could pick portraits or landscapes from a specific time in history, draw (modernize) them using illustrator, have them laser cut, and present to the class about the object’s history and their personal process. I would either not include the Arduino or have my students code one light for simplicity sake.