Principles of Art & Design 2: Repetition

Suitable Ages: Suitable for ages 14+

Skill Level: Basic

Materials Required: • 3Doodler 2.0: 1 for each student (recommended; can also deploy one for every two students) • 3Doodler ABS or PLA strands: ~5 strands per student • Paper • Handouts:

• References: Repetition • Graphic Organizer

Duration: ~90 minutes, divided among two class periods as appropriate.

Page of 1 10

3Doodler EDU

Contents Objective 3

Warm Up 3

Activity 4

Sequence & Pacing 5

Striving Students 5

Accelerated Students 5

Evaluation Strategies 5

Evaluation Rubric 6

References: Repetition 7

Graphic Organizer 8

Exit Reflection 9

Additional Resources 10

Tutorial Videos 10

Additional Inspiration 10

3Doodler/EDU 10

Page of 2 10

Objective Following this lesson, students will be able to identify repetition in works of art, both obvious and subtle. Students will interpret the effect of repetition.

Students will create their own stencil to produce a unique and simple shape using the 3Doodler with the aim of recreating that shape as accurately as they can as many times as the allotted time will allow for.

Warm Up As a class, look at provided examples of art and life that contain repetition. Discuss what it means for something to repeat or be repetitive, and the reasons the artist may have had for repeating particular elements.

Distribute one copy of the Graphic Organizer to each student. Drawing upon the discussion of repetition, ask students to create a unique shape or logo stencil with the intention of making multiple copies of it with the 3Doodler. This will serve as a stencil for the main Activity, below.

Page of 3 10

Activity Using the 3Doodler and the stencil that they created during the warmup, students will recreate their design using either ABS or PLA plastic. If using PLA, it’s advisable to apply a layer of masking tape, to ensure that the stencils will survive repeated Doodling. Once they have completed one they must make copies as close to original as possible.

Page of 4 10

Sequence & Pacing This lesson will occur over the course of two class periods. 1. Look at examples and identify and discuss the use of repetition (20 min.) 2. On paper, have students sketch out ideas of potential simple designs that they might use for

the Activity. If necessary, review the sketches with the students to ensure practicality. Have students develop their chosen design into a stencil that will be used to make multiple copies of the design using the 3Doodler (25 min.)

3. Materials distribution: stations will be set up at each group’s table containing all necessary materials.

4. Work time: students use the 3Doodler to create their shape and then recreate their shape as many times and as accurately as they can (25 min.)

5. Clean-up: remove and trim all plastic from pens. Clean tables. Reset stations as they were in the beginning of class (5 min.)

6. Exit Reflection: Why did you choose this design? What effect did repeating it have on the perception of the design? Was it difficult to recreate accurately? Did it change over time? How did it change? What can be done to reduce variation? Is it desirable to reduce variation? (15 min.)

N.B.: If proceeding to part three of the Principles of Art & Design series, students should be advised to save their creations, as they will be used in the next lesson.

Striving Students Regular check-ins with striving students will ensure that they keep their initial design simple so that they have more time to make copies and their finished project will be more effective.

Accelerated Students Accelerated students will be encouraged to think outside the box and explore ways their repeated shapes might interact with each other when there are many.

Evaluation Strategies Students will be graded according to a rubric on their attentiveness and participation as well as providing an initial sketch for their idea. Additionally students will be graded on their ability to accurately replicate their design. Completion of the Exit Reflection will also contribute to the final grade.

Page of 5 10

Evaluation Rubric 4 3 2 1

Participation Students raise their hands to ask and answer pertinent questions. Follow directions. Stay on task.

Students raise their hands to ask and answer pertinent questions. Follow directions.

Students answer when called upon. Follow directions.

Students fail to engage in classroom discussion. Failure to follow directions/stay on task.

Attentiveness Students are following along and paying close attention at all times.

Students are following along with the lesson.

Students need to be reminded of instruction due to lack of attention.

Students are not following along/paying attention.

Initial Sketch Student shows effort and thought in creating a sketch for their idea.

Student provides a sketch in the space provided.

Students sketch will not be able to be reproduced using the 3Doodler.

Failure to provide a sample sketch.

Accuracy of repeated shapes

The shape not only resembles the original sketch, but all shapes are uniform with little variation. At least 6.

The shape is consistent, but doesn’t match the sketch. At least 4.

Shape is inconsistent, doesn’t match sample image. At least 3.

Failure to recreate sketch, failure to create consistent shapes. Less than 3.

Exit Reflection Student answers all aspects of question. No one word answers.

Student answers all aspects of question.

Student fails to answer one of the components of the question.

student fails to answer more than one aspect of the question.

Page of 6 10

References: Repetition

Page of 7 10

Graphic Organizer

Repetition: When an element or shape in a design is repeated. Repetition is commonly used to establish an emphasis on the repeated component.

In the space below, sketch some ideas for a simple design or logo using no more than 2 colors. You will have to create copies of the design you choose so make sure that it is both pleasing to you as well as easily reproduced.

Within the space provided make the stencil for your final design.

Page of 8 10

Exit Reflection Why did you choose this design? What effect did repeating it have on the perception of the design? Was it difficult to recreate accurately? As you Doodled more and more copies, did it change over time? How did it change? What can be done to reduce variation? Is it desirable to reduce variation?

Page of 9 10

Additional Resources Tutorial Videos Please visit the3Doodler.com/videos/#started to find videos demonstrating the skills required for this activity. Individual videos that will be useful include:

• Inserting Plastic: • YouTube: https://www.youtube.com/watch?v=ZSmdhZEnMDE • Dropbox: https://www.dropbox.com/s/3jnmafuve2saqu4/Inserting%20Plastic.mp4?dl=0

• The Buttons: • YouTube: https://www.youtube.com/watch?v=mos2SBukObo • Dropbox: https://www.dropbox.com/s/cqkozrmhktr3u38/Buttons.mp4?dl=0

• Reversing Plastic: • YouTube: https://www.youtube.com/watch?v=aD84E55mgac • Dropbox: https://www.dropbox.com/s/mpzxcrky9f5aq41/Reversing%20Plastic.mp4?dl=0

Additional Inspiration For additional inspiration and ideas about other simple projects that can be accomplished at this level, check out the following links: • Stencils and Projects: the3Doodler.com/community/ • Doodles by You: the3Doodler.com/doodles/ • Videos: the3Doodler.com/videos/

• Getting Started: the3Doodler.com/videos/#started • Tips & Tricks: the3Doodler.com/videos/#tips

3Doodler/EDU More curricular materials are available at the3Doodler.com/education/.

If you have additional ideas for classroom activities or lessons, feel free to reach out to us at education@the3Doodler.com!

Page of 10 10