LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson #1
Grade Level: 6th Grade
Introduction to 3D Printing and John Balistreri’s Ceramic Method
Duration: 4 Day Project

II. Lesson Rationale:

Students will learn to mix traditional media with new, emerging digital media. By familiarizing
themselves with the CAD program Tinkercad, students will learn the basics of 3D printing. They will
be exposed to various ways in which 3D printing can be used, both on a personal level, and a
professional one.

III. Key Concepts:

John Balistreri
Tinkercad Basics
Scanning for 3D printing
Manifold Design
Create STL file
Mixing traditional and Digital media
3D printing outside the classroom
Prints without a printer

IV. Essential Questions:

How is John Balistreri using 3D printing in his career?
What are the basics skills needed to use Tinkercad?
How can objects be scanned for use in 3D printing?
Why is manifold design important?
How are STL files created?
How can students mix traditional media with digital media?
How is 3D printing used outside of the classroom?
How to print without owning a 3D printer?

V. Lesson Objectives:
The student will be able to identify John Balistreri’s 3D printing process in his work after having
viewed the PowerPoint presentation on him.
The student will be able to use the program Tinkercad after learning how to use basic program
functions.
The student will learn how to scan an object for use in 3D printing after viewing the “3D Printing”
PowerPoint.
The student will learn the importance of manifold design while creating their 3D print.
The student will create an STL file using the program Tinkercad after their design is complete.
The student will mix traditional media with digital media by manipulating their finished print.
The student will learn how 3D printing is used outside of the classroom after they view the “3D
Printing” PowerPoint.
The student will learn of how to access 3D printing services for commercial use after viewing they
“3D Printing” PowerPoint.

VI. Specific Art Content:

-Concept of 3D printing (how it’s used in the art world by John Balistreri, how students can take
advantage of it, and what tools can be utilized to do so)
-Tinkercad basics and methods for creating a simple, printable shape(s)
-Process of printing a 3D object from UNT’s library resources
-How to scan images or objects to use for 3D printing purposes
-Historical context of a new technique- Georges Seurat: Pointillism

VII. Resources & Materials for Teacher:

-Willis Library
-Computers
-3D printer
-3D scanner
-PowerPoint presentation
-tinkercad.com
-123D Catch App

Anon. (n.d.). Georges seurat. Retrieved from

http://www.nationalgallery.org.uk/artists/georges-seurat

Balistreri, J. Pugh, G. (n.d.). [clay]

http://www.creighton.edu/publicrelations/newscenter/news/2014/september2014/september302014/dig
italhandsexhibitnr093014/
Balistreri, J. (n.d.). 3d tea bowl [clay] http://johnbalistreriartist.com/3d-tea-bowl-project/

Balestreri, J. Pugh, G. (n.d.). [clay] http://tethon3d.com/ceramic-3d-printing/educational-links/

Balestreri, J. (n.d.). Shark nose, The ARTe project [clay]. http://www.arteforeverybody.com/artist-

balistreri.html

Balistreri, J. (n.d.). Problems in sailing [clay] http://johnbalistreriartist.com/3d-tea-bowl-project/

Balistreri, J. (n.d.). Problems in sailing [clay] http://johnbalistreriartist.com/3d-tea-bowl-project/

Gal-Or, E. (2012, June 29). Ceramic 3D printing [video file]. Retrieved from
https://www.youtube.com/watch?v=N1LF14QhNyY

Hultgren, K. (producer). (2014, February 24). Up and running with 3d printing [course]. Retrieved
from http://www.lynda.com/3D-Printing-tutorials/Up-Running-3D-Printing/151814-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3aup+and+running+with+3D+printing%0apage
%3a1%0as%3arelevance%0asa%3atrue%0aproducttypeid%3a2

Seurat, Georges (1891). The circus [oil painting] Retrieved from

http://www.artble.com/artists/georges_seurat/paintings/the_circus

VIII. Resources & Materials for Students:

-Tinkercad.com account
-Computer and access to Tinkercad.com
-123D Catch App (optional)
-Sketchbook (optional)/paper and pen/pencil
- Items or photos of inspirational/ meaningful objects to the student (optional)
-Miscellaneous supplies that can be used to alter the 3D print

IX. Instruction and Its Sequencing:

1st Day
1. Introduction/Motivation:
The lesson will begin with two PowerPoint presentations. One will introduce John Balistreri,
the first to print 3D ceramics, and how he uses 3D printing in his work alongside traditional
mediums. It will also introduce Georges Seurat who was the first to use Pointillism. The other
will focus solely on 3D printing, and although it will touch upon all the essential questions, the
main focus for today will be to introduce Tinkercad to students.

The key concepts for today are: 1. John Balistreri 2. Tinkercad Basics

The essential questions for today are: 1. How is John Balistreri using 3D printing in his career?
2. What are the basics skills needed to use Tinkercad?

2. Guided Practice
We will walk students through the Tinkercad program so that they are familiar with the tools
available for creation of their 3D design.
3. Independent Practice
 After explaining how the program works, students will be left to brainstorm their ideas for a 3D
design no larger than 3 in. x 3 in. x 3 in. They will use the rest of class to do this in their
sketchbooks. Although students can take inspiration from online sources, finished designs
MUST be original works. Furthermore, designs should not be too simple, such as making a
square or a sphere.
4. Closure
To further help in creating a design, the whole class will be asked to bring in a photo they may
wish to work off of. Alternatively, and to peak their interest for next class, they may bring in an
object to be scanned in 3D. All students will be told to continue working on designs for next
class.
5. Formative Evaluation
In order to see how students are doing things on their own (formulating ideas and keeping with
lesson objectives), we will walk around the classroom and answer questions if necessary.
6. Classroom Management Procedures
Students may talk with one another if they need to for brainstorming, however, they will return
to individual work if they get off track.

2nd Day
1. Introduction/Motivation:
Today, the class will focus on finishing 3D designs. Having briefly learned about scanning
from the “3D Printing” PowerPoint last class, the beginning of this class will focus on the
resources available for students to do this themselves.

The key concept for today is: Scanning for 3D printing

The essential question for today is: 1. How can objects be scanned for use in 3D printing?

2. Guided Practice
As a class, we will go down to the library were we will demonstrate how to use the 3D scanners
provided by the school. Those who have brought objects to scan may do so, those who have not
will observe and take notes for future reference. Once again, designs MUST be original.
Scanned objects musts be manipulated in some way within Tinkercad.

3. Independent Practice
Students will continue to work on their designs until the end of class, and those who have
scanned objects, or brought photos to work from, will incorporate those elements into their
designs.
4. Closure
Before the end of class, we will introduce the app 123D Catch, which was also mentioned in
the PowerPoint, as an alternative that students can use at home. Those who have changed their
mind about scanning an object may do so at home. However, designs must be finished before
the beginning of class the next day. Those who have chosen to scan an object must present a
design that shows how the object will be manipulated to create a new piece.
 5. Formative Evaluation

If students are having trouble with 3D scanning, we will go around and help.
6. Classroom Management Procedures
Students may help each other, but must not get off track, or they will go back to individual
work. In order to keep all students, and equipment, safe, only one student will be allowed to use
the scanning equipment at a time.

3rd Day
1. Introduction/Motivation:
Students must have designs completed by the beginning of class today. We will go over the
basics learned in the first class once again, with strong emphasis on manifold design and
creating an STL file.

The key concepts for today are: 1. Manifold Design 2. Create STL file

The essential questions for today are: 1. Why is manifold design important?
2. How are STL files created?

2. Guided Practice
We will go over why manifold design is so important, as well as other problems that can be
avoided when creating a 3D design.Those who have chosen to scan an item must show us a
manipulated design. Afterwards, we will show the class how to upload their scans to Tinkercad
in order to manipulate them according to their design.
3. Independent Practice
Students will work independently on their designs.
4. Closure
Students will finish their designs at home and bring their STL files next class.
5. Formative Evaluation
If students are having trouble with the program, we will be available to answer any questions.
Those who have not finished the brainstorming part of the project will need to talk one-on-one
with us to make sure it is completed in time.
6. Classroom Management Procedures
All students should be working independently at this stage. Although they may ask each other
for help, there should not be off-topic conversations.

4th Day
1. Introduction/Motivation:
Students must have STL files done before the beginning of class. They will be taught how to
upload them for 3D printing and the alternatives available when they do not have on campuse
resources.
 The key concepts for today are: 1.Mixing traditional and Digital media 2. 3D printing outside
the classroom 3.Prints without a printer

The essential questions for today are: 1. How can students mix traditional media with digital
media? 2.How is 3D printing used outside of the classroom? 3. How to print without owning a
3D printer?

2. Guided Practice
Today we will have a discussion based on alternatives to use when 3D printing, and how 3D
printing is used outside of the classroom. Once again, John Balistreri’s work will be discussed.
3. Independent Practice
Having touched upon John Balistreri once again, students will be left to decide on at least one
way in which they can alter their prints, once they have them, so that traditional mediums are
incorporated
4. Closure
Their homework will be to pick up their prints and alter them using traditional mediums.
5. Formative Evaluation
Today we will go around to see if anyone had trouble uploading their designs. If they feel
uncertain about how to alter their designs, they can ask us.
6. Classroom Management Procedures
All students must participate in discussion and work on ideas to alter their designs. Group
discussion will be permitted unless students start to go off topic.

X. Summative Assessment and Evaluation:

Criteria: Partial 1 Essential 2 Exemplary 3

Participation Little to no Good Great

in class/ in participation: no participation: participation:
class work participation or engaged somewhat engaged and
barely engaged in discussion and actively gave
in discussions with teacher; feedback during
and with teacher; worked on project discussion and
did little to no somewhat in class with teacher; used
work on project all of class time
in class provided to work
on project

Designs Design was not Design was Design was fully

or was barely halfway completed; Design
completed; completed; Design was original student
 Design was not was partially work
original student original student
work work

Using basic Did not attempt Used some tools Used all tools and
Tinkercad to use any tools and methods methods discussed in
tools and or methods presented in class class for the project
construction shown in class; for the project
methods barely used any
tools or methods

Project Project was not Project was only Excellent and well
completion or barely halfway completed executed, finished
completed project

Total /12 = Final Grade

XI. Interdisciplinary Connections:

Mathematics TEKS
(A) Apply mathematics to problems arising in everyday life, society, and the workplace (B) Use a
problem-solving model that incorporates analyzing given information, formulating a plan or strategy,
determining a solution, justifying the solution, and evaluating the problem-solving process and the
reasonableness of the solution (C) Select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental math, estimation, and number sense
as appropriate, to solve problems

XII. References & Resources:

[3D printable bottle and screw cap] retrieved from http://www.thingiverse.com/thing:65922

3dtin.com

[07-3D-printed EUR pallet (scale model)] retrieved from

https://www.flickr.com/photos/creative_tools/12574069335

Arch daily. (n.d.) Retrieved from http://www.archdaily.com/tag/digital-fabrication

Anon. (n.d.). Georges seurat. Retrieved from

http://www.nationalgallery.org.uk/artists/georges-seurat
Balistreri, J. Pugh, G. (n.d.) [clay]
http://www.creighton.edu/publicrelations/newscenter/news/2014/september2014/september302014/dig
italhandsexhibitnr093014/

Balistreri, J. (n.d.) 3d tea bowl [clay] http://johnbalistreriartist.com/3d-tea-bowl-project/

Balestreri, J. Pugh, G. (n.d.) [clay] http://tethon3d.com/ceramic-3d-printing/educational-links/

Balestreri, J. (n.d.) Shark nose, The ARTe project [clay]. http://www.arteforeverybody.com/artist-

balistreri.html

Balistreri, J. (n.d.) Problems in sailing [clay] http://johnbalistreriartist.com/3d-tea-bowl-project/

Balistreri, J. (n.d.) Problems in sailing [clay] http://johnbalistreriartist.com/3d-tea-bowl-project/

[Blender Tutorials DVD 12 05 making 3d text] retrieved from

https://www.youtube.com/watch?v=_kRr2R_vAd0
Gal-Or, E. (2012, June 29) Ceramic 3D printing [video file]. Retrieved from
https://www.youtube.com/watch?v=N1LF14QhNyY
Hultgren, K. (producer). (2014, February 24). Up and running with 3d printing [course]. Retrieved
from http://www.lynda.com/3D-Printing-tutorials/Up-Running-3D-Printing/151814-
2.html?srchtrk=index%3a1%0alinktypeid%3a2%0aq%3aup+and+running+with+3D+printing%0apage
%3a1%0as%3arelevance%0asa%3atrue%0aproducttypeid%3a2

J Bizzie [online image] (2015) Retrieved from https://www.flickr.com/photos/k9d/16211643649/

Johnstone, R. (2014, September 12). What is a cnc router? Retrieved from

http://www.woodworkersjournal.com/cnc-router/

Kielnhofer, M. (2014). Guardians of time. [3D printing polished nickel steel]. Retrieved from
http://www.stroke-survivors.org/2015/11/definition-3d-printing.html

Maurizio Pesce [online image] (2015) Retrieved from

https://www.flickr.com/photos/pestoverde/16863368275

(n.d.) What are laser cutting machines? Retrieved from http://www.thomasnet.com/articles/custom-

manufacturing-fabricating/laser-cutting-machines
(n.d.) Tinkercad alternatives for all platforms. Retrieved from
http://alternativeto.net/software/tinkercad-com/?license=free

Qmax abrasive waterjets. (n.d.). Retrieved from https://www.omax.com/learn/waterjet-cutting

Seurat, Georges (1891). The circus [oil painting] Retrieved from

http://www.artble.com/artists/georges_seurat/paintings/the_circus
Tinkercad.com

[XTC-3D photo] Retrieved from http://funbiestudios.com/2015/08/finishing-3d-prints-with-smooth-

on-xtc-3d/

XIII. Art TEKS

(2) Creative expression. The student communicates ideas through original artworks using a variety of
media with appropriate skills. The student expresses thoughts and ideas creatively while challenging
the imagination, fostering reflective thinking, and developing disciplined effort and progressive
problem-solving skills. The student is expected to:
(A) create original artworks based on direct observations, original sources, personal
experiences, and the community;
(B) apply the art-making process to solve problems and generate design solutions; and
(C) produce artworks, including drawings, paintings, prints, sculptures/modeled forms,
ceramics, fiber art, photographic imagery, and digital art and media, using a variety of materials.

XIV. National Art Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative art-making goals.