Students dive into Tinkercad and 3D printing using creative constraints to turn their ideas into original three-dimensional designs.

Carolyn Scalan

I began my first years of teaching when technology in the classroom was nonexistent. After spending time at home with my family, I returned to the classroom in 2015. I was eager to dive into technology in my art room; technology is ever-changing, and I have always been one to keep up with the times.

My passion for integrating and using true creative technology in my elementary art room was so strong, I decided to pursue my master’s in education technology. It gave me the confidence to use the programs I had access to and learn to be a risk-taker in exploring and creating with the most recent technology. I utilized available tools, starting with Microsoft Paint, then Windows Movie Maker for stop-motion videos, and eventually 3D printing in 2017 to expand students’ creative opportunities with technology.

When I first used 3D printing in the classroom, we would take a 2D line drawing, photograph it, convert the file, and then put it into Tinkercad. This taught students the importance of connected lines to create a successful print, but did not teach them the skills of building in 3D. Later, in my Digital Fabrication class in the fall of 2018, I learned to really use Tinkercad and its tools, and I was ready to teach my students how to create directly in Tinkercad. This gave me the confidence and experience to begin introducing this concept the following year.

My original introduction consisted of photos of real-world uses of 3D-printed objects, but later, I incorporated video examples with background stories to spark curiosity and wonder. Now, along with the photos, I start lessons by letting students choose between videos of a 3D-printed house, heart, or prosthetic arm. The innovation and creativity in these examples inspire and motivate them to explore the possibilities of technology in art. We discuss their observations, wonderings, and findings.

Now, we are ready to create! Here are the guidelines I give to my students:

• Students may create a 3D-printed keychain, a pet tag, a charm, a stamp, or a sculpture. If they have another idea, they can consult with me.
• Dimensions must be 25 x 25 x 25 mm, or the sq mm area must total 625 mm, and the height cannot be over 25 mm.
• Their work must be original; no copyrighted material.
• The work must be school-appropriate.
• You must use only the “Basic Shapes” and/or “Text/Numbers.” No other pieces may be used.
• You must join at least four pieces together.
• You must create a hole or hollow piece somewhere in the artwork.

3D printing engages students in many aspects of problem-solving. They need to combine geometric and organic forms, while utilizing math skills to comply with the size requirements. Spatial reasoning comes into play as students think about how the forms will come together as one piece. Students also need to understand how the 3D printer extrudes filament one line, one layer at a time. My 3D printer is a simple Dremel that is almost eight years old. It does not have the capability to print complex pieces. This challenges students to make sure their form will print correctly. Will the pieces of each form stand securely? Differentiation is built in because the criteria for the project can lead to complex forms that stand or simple forms, such as keychains, that lay flat on the workplane.

For the next steps, I either assign students the basic tutorials to complete in Tinkercad, or I show them the basic steps of creating a simple keychain, then send them off to work it through what they choose to create on their own.

Important concepts they must learn include how to: (1) size pieces, (2) create strong connections, (3) group and hollow pieces, and (4) ensure all pieces are flat on the workplane.

After they learn these basics, they can explore and experiment in creating their own pieces. When they feel their creation is ready to print, I examine it closely from all angles. This can lead to feedback, discussion, and revision before the final piece is printed. They finish their creation by coloring it with permanent markers.

Even though itʼs time-consuming, teaching 3D printing in this manner, with a few constraints, encourages students to be problem-solvers, creators, designers, and risk-takers. When I start 3D printing with my fourth- and fifth-graders, it becomes addictive, and students in other grades ask if they can do it too. One day it’ll be their turn, but today, it’s your turn! Dive into another dimension and try creating in Tinkercad and 3D printing!

Carolyn Scalan is an elementary art educator in Round Rock, Texas, and the 2021 Texas Elementary Art Educator of the Year. She earned her bachelor’s degree in art education from Louisiana Tech University and her master’s in educational technology from Texas State University. With twenty-two years of experience in art education, she has worked in the elementary school setting and in her home studio. Carolyn is passionate about art, student voice and choice, technology, and equity, diversity, and inclusion. She firmly believes the art classroom should help students feel seen, heard, and represented in the curriculum and in the art produced.

Diving into Another Dimension: 3D Printing and Creative Problem-Solving