Unit Plan Title:_________Intro to Digital Fabrication______________________________________________ Length:____6 hours

_____________________________

Course Name Digital Fabrication Grade Level 9-12

Standards
1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
Grade Level Expectations (List all GLEs for grade level)
1. Visual art has inherent characteristics and expressive features
2. Historical and cultural context are found in visual art
3. Art and design have purpose and function
1. Reflective strategies are used to understand the creative process
2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
3. Interpretation is a means for understanding and evaluating works of art

3. Invent and Discover to Create

1. Demonstrate competency in a traditional and new art media, and apply appropriate and available technology for the expression
of ideas
2. Assess and produce art with various materials and methods
3. make judgements from visual messages

4. Relate and Connect to Transfer 1. the work of art scholars impacts how art is viewed today
2. communication through advanced visual methods is a necessary skill in everyday life
3. art is a lifelong endeavor

Colorado 21st Century Skills Creative Process in Visual Art Studio Thinking

Critical Thinking and Reasoning: Think Deep, Think Different Develop Craft: Learning to use materials, tools and techniques
Information Literacy: Untangling the Web Engage and Persist: Learning to embrace problems and not give up
Collaboration: Working Together, Learning Together Envision: Imagine the possible next steps; see what is not there
Self-Direction: Owning Your Learning Express: Convey an idea, feeling, personal meaning
Invention: Creating Solutions Observe: Seeing things that otherwise might not be seen
Reflect: think, talk and evaluate your work and the work of others
Stretch and Explore: Reach beyond ones perceived capacities
Understand Art World: Learn about contemporary and past art(ist)

1
Lesson Titles and Description Lesson Length Sequence
3D printing 6 hours 1

In this lesson, students will learn the impacts and new possibilities 3D printing has introduced to the
art world, major uses of 3D printing in the art world today and the basics of working with Rhino and
creating a personal puzzle piece while also collaborating with other classmates.

Laser Cutting 6 hours 2

In this lesson, students will learn how to create a design on a block of wood using the laser cutter that
is based on a relief print that has already been created in class. The print will be of an image that
would represent a company or business that another student create. The prints will be printed on a t-
shirt and will work together to create the composition one will be printed on the back and the other on
the front. The students has to use the classmates idea and create the logo in their own style while also
pleasing their partner and their idea.
CNC machine 6 hours 3

In this lesson, students will work with engineering students to create a functioning light fixture that
does not require a plug. Work with your partner to decide which design you both agree on. Add your
own style to the design the work while also creating to please your partner.

i
Unit: Focusing Lens/Lenses:
Timeless, Transferrable and
Universal (I.E. Beliefs/Values,
Identity, Relationships.
Tension/Conflict, Freedom, Design,
Aesthetic, Patterns, Origins,
Transformation, Change, Influence,
Collaboration, Intention,
Play/Exploration, Synergy/Flow,
Choices, Balance, Inspiration,
System, Structure/Function, Reform)
creating with a function. Unit: Prepared Observe and learn to comprehend
Using new and upcoming Graduate 1. make informed critical evaluations of visual and material
Competencies
technologies to create culture information and technologies
works of art that have a 2. explain demonstrate and interpret a range of purposes of art and
function. Incorporate design, recognizing that the making and study of art and design
practices in math, science can be approached from a variety of viewpoints
and engineering and can 3. analyze interpret and make meaning of art and design critically
applied and useful in using oral and written discourse
many fields. Envision and critique to reflect
1. recognize, demonstrate and debate the philosophical arguments
about the nature of art and beauty
2. recognize, articulate and implement critical thinking in the
visual arts by synthesizing, evaluating and analyzing visual
information
Invent and discover to create

2
 1. Recognize, interpret, and validate that the creative process
builds on the development of ideas through a process of
inquiry, discovery, and research
2. Create works of art that articulate more sophisticated
ideas, feelings, emotions, and points of view about art and
design through an expanded use of media and technologies
3. Recognize, compare, and affirm that the making and study
of art and design can be approached from a variety of
viewpoints, intelligences, and perspectives
Relate and connect to transfer
1. Identify, compare and justify that the visual arts are a way
to acknowledge, exhibit and learn about the diversity of
peoples, cultures and ideas
2. Transfer the value of visual arts to lifelong learning and
the human experience
3. Explain, compare and justify that the visual arts are
connected to other disciplines, the other art forms, social
activities, mass media, and careers in art and non-art
related arenas

Unit: Standards Observe and learn to comprehend

and Grade Level Art and design have purpose and function
Expectations Visual art has inherent characteristics and expressive features
(Unit must have all
standards; NOT all Envision and critique to create
GLEs.) reflective strategies are used to understand the creative process

Invent and discover to create

demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas
assess and produce art with various materials and methods

Relate and connect to transfer

communication through advanced visual methods is a necessary skill in everyday life
Art is a lifelong endeavor

3
Unit: Inquiry (3-5 big questions; pertinent to all lessons)
Questions
(Engaging-Debatable:
In art, what does it How can you apply what you know about in other subject areas?
mean when something is
beautiful? How can
something be so ugly it
is beautiful?)

Unit Strands Comprehend/Reflect/Create/Transfer

Unit: Concepts:
Timeless,
Transferrable and
Universal (I.E.
Technology
Composition, Patterns, Collaboration
Technique, Rhythm, Transformation
Paradox, Influence,
Style, Force, Culture, Process
Space/Time/Energy, Product
Line, Law/Rules, Value,
Expressions, Emotions, Form
Tradition, Symbol,
Movement, Shape,
Improvisation,
Observation)

Enduring Understandings: My students will UNDERSTAND... Conceptual Guiding Questions Factual Guiding Questions
(Timeless, Transferrable and Universal. Shows a relationship between two
or more concepts.)
How do 3D printing programs, laser cutting
4
Collaboration provides a framework for how to work with new technologies In what ways can these types of technologies be and CMC machines used to create works of
and new ways of creating to make works of art. used to create works of art? art? What is the specific function and product
of each type of method?
New technologies can lead us to new and innovative ways to make art How can I use technology in my art? How can I incorporate new technologies into
my art making process, preferences and
concentration?
Using computer programs and creating with methods that require the use of How does collaboration change a work of
subjects such as math and engineering lead to new possibilities and provide Why might collaboration in other content areas art?
skills that are necessary for a world with continuous technological advances. be an important skill for an artists to have?

New advancements in technology have become a major part of everyday life How does developing these skills and using new Why do artists want to create works of art
and culture learning to use them creates connections and is a gateway for technologies impact the art world? that require the use of engineering and math?
artists to use new and innovative ways to create art and collaborate.. What kinds of aesthetic qualities and changes
can CAD programs bring to works to of art?

Critical Content: My students will KNOW... Key Skills: What my students will be able to DO...
(NOT Timeless, Transferrable and Universal. Factual information in the unit (Timeless, Transferrable and Universal. What students will do AND be able to
[topics] that students must know.) transfer to new learning experiences as a result of learning the unit.)
Rhino program basics planning
relief printing process and printing a on press collaborating
carving relief prints practicing
laser cutting specific program refining
elements of art connecting
Specific CNC machine use and making a single specific product problem solving
New advancements in art using CAD programs identifying
Aesthetic features and possibilities that can be achieved listening
Materials critical thinking
How artists use this in artwork reflecting
How it changed art
impacts on art

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Vocabulary relief printing, printmaking, digital fabrication, product, process, 3d printing, laser cut, CNC machine, dimensions,
collaboration, communication, style, purpose, intent, innovation
Literacy Integration Communication, reflection, reading directions and following them, collaboration, listening and speaking, reading an object
and placement

Numeracy Integration using dimensions, calculations, geometry,