SchoolArts Magazine

February 2016

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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SCHOOLARTSMAGAZINE.COM 21 Over time, our collection of mod- els grew. Students watched with fascination as the 3D printer made their models. Some students worked on their designs whenever they had a free moment, designing cars, trucks, boats, and other figures. By March 2014, we were proudly presenting our work and explaining the process at a statewide 1:1 summit. 3D Printing and STEM/STEAM When following the design process, visual arts students define a chal- lenge, generate ideas, sketch a plan, test it out, revise, redesign, and solve. The design process mirrors the cre- ative process so closely that it fits perfectly in the artroom. Designing for 3D printing is an authentic way to include STEM/STEAM in the visual arts curriculum. Today, there are more compa- nies offering small 3D printers and creating initiatives for education. Art educators are using the hashtag #3Dartsed to share projects and ideas on Twitter. The pool of resources has grown large, and the water is fine. Don't hesitate to jump right in. Alice Gentili is an art teacher at Miscoe Hill School in Mendon, Massachusetts. amgentili@ me.com N A T I O N A L S T A N D A R D Producing: Realizing and presenting artistic ideas and work. W E B L I N K S www.makerbot.com/academy www.cubify.com www.123dapp.com/MyCorner/Mis- coeMakerCrew-21166555/models www.123dapp.com/catch www.tinkercad.com www.thingiverse.com program in the computer lab, but it was too complex for students to master in just one hour a week, so I searched further for a way to design using iPads. Then I found the 123Design app by Autodesk. It was like a new day! Similar apps include Tinkercad, Cubify Draw, and 123D Catch. The Challenge Begins Students picked up the app quickly, and the first challenge, which was to create something using only straight lines, yielded interesting results. The results for the next challenge—to make a castle—were even more inter - esting. I wanted students to utilize the design process and also think about the relationship between 2D shapes and 3D forms. This is how designing for 3D printing integrates so well with the visual arts curriculum. Designing for 3D printing is an authentic wa o include STEM/STEAM in the visual arts curriculum.

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