SchoolArts Magazine

January 2018

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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T E C H N O L O G Y cityscapes based on topography they downloaded from around the world. In addition, students will be using TurtleArt to create designs that they will execute in relief printmaking. 3D Printing Filaments I encourage students in both my classes to try different 3D printing fil- aments (the material used to print the d esigns in a 3D printer). In my own art and design practice I use many exotic materials, including wood, bamboo, bronze, carbon fiber, and even algae. I like my students to explore new mate - rials whenever possible. I am constantly expanding my own personal knowledge of 3D printing and scanning, mixing both my fine art background and design work in the additive manufacturing area, for both my personal knowledge as well as that of my students. We are frequently experimenting with new materials, such as an algae-based filament from a company called Algix, which makes environmentally friendly products. Another really exciting material for 3D printing is a metallic filament from a company called Filamet. They make copper and bronze fila - ment that can be fired in a precious m etal clay kiln. When firing is fin- ished, the result is a 3D print that i s 99 percent metal. Both of these companies have products that I am slowly introducing to my students. The possibilities continue to astound me as I continue my research into 3D printing with my students. Christopher Sweeney was the 2016 PAEA Outstanding Secondary Art Educator of the Year, 2016 Ultimaker 3D Printers Pioneer Program Fellow, 2016 MakeyMakey Ambassador, Maker Technologies and Interpretive Design Teacher, and teaches at Charter High School for Architecture and Design in Philadelphia. csweeney@ W E B L I N K I was introduced to the world of 3D printing at the 2014 NAEA conven- tion in San Diego through sessions utilizing this technology given by Shaunna Smith from Texas State University and Philip Robbins, an art educator from Canada. I didn't know much about 3D printing at the time, but it was to become a gateway to a new kind of learning and teaching for my students and myself. Fast-forward to 2017, when I teach design to incoming freshmen and out- going twelfth-graders at Charter High S chool for Architecture and Design in Philadelphia. Both of the classes I teach utilize 3D printing a great deal. Maker Technologies My underclassmen course is called Maker Technologies, where students learn the basics of Tinkercad, the online CAD program I use with all of my students. This class uses 3D print- ing for components on MakeyMakey musical instruments (makeymakey. com), but also for design with Tur- tleArt (, a free software program that makes geometric designs that can be 3D printed. In this class, I also have students who are doing a mashup of assign- ments, combining the TurtleArt d esigns within their MakeyMakey musical instruments, which is excit- ing and new, and which I fully support t hem doing. I also have a student who is designing a flexible drawing aid for a middle-school student in another district who has cerebral palsy. Interpretive Design The senior class I teach is called Interpretive Design. This class is loosely based on the ideas of Fluxus, an art movement introduced in the 1970s that is still relevant today. I feel this works well with my teach - ing, especially how it weaves in the d esign process, specifically into 3D printing. Students in the class this year have already created a com - munity chess set after creating the c ostumes and 3D scanning them into the computer. They are also in the process of creating fantasy Maker Technologies Christopher Sweeney Science, engineering, design, and art can together be viewed as a circle where the output of one is the input of another. —Joi Ito I like m tudents to explore new materials whenever possible. 12 JANUARY 2018 SchoolArts

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