3D Printed SVG Stencil

 

Challenge: To use an SVG file to produce an effective and working stencil.

Background: We detailed the creation of this process earlier when we explained how the students rather than creating an original file from scratch (which can at times be time consuming and also frustrating to get the details extremely accurate.   

One of the options to reduce either the timeframe or the process is to use freely available SVG files as we have detailed, including this previous example of a school bus.   This instance saw the student taking a seperate 'profile' image and use that image to create a series of visual images.

This process involved taking the image using the Tinkercad App and then projecting it to an outside location.   When this had been completed the student used their iPad to take a screenshot of the image and record it.

They then took the image that they had created and used the Pic Collage app to apply a filter to the picture.

The final stage of the process was then take the original design and 3D Print it.

Resources Used: Tinkercad App, iPad, Pic Collage App, 3D Printer and 3D Printer PLA.

Level of Difficulty: Low - the process most challenging part for the student was to select an SVG file that would be suitable for a 3D Print.   Some of the files suggested made great AR/VR images but were then discounted as 3D prints due to their design or shape.

Size: The physical 3D Print measures 160mm across and was 70mm high.  The print was 1mm thick.

Cost/Price: As it was a stencil the print used only 8g of filament to complete the process and this had a corresponding price point of $0.20.

Timeframe: This project took twenty minutes in total to complete - five minutes to warm up the printer and fifteen minutes to complete the actual print.

What we would do differently/Next Steps for the students: The space between the smaller windows at the back of the bus is quite small so while it should work as a stencil if it was spray painted actually colouring it in would be a challenge.  The student who completed this project is an eight year old student who is working as part of the cohort one this year - ie they have had one and half terms of 3D Printing experience.

3D Printed: Art Stencil - Junior School

 

Challenge: To produce an original 3D Printed art stencil suitable for use in the classroom (for art).

Background: As a teacher I am always looking for inspiration for students which we can take and then apply to design, creation and ultimately 3D Printing and this project worked out extremely well with my classroom of junior (seven and eight year old students).   

It started with the purchase of the stencil shown left that was purchased at a local dollar store.  We then shared the idea with the students in the classroom and posed the question - can they use Tinkercad to create their own version so that we could use it as our own art stencil?

As a reference point from this blog we could also point to a student name stencil that we then used with spray paint from 2024 located here or the stencil made with our school laser cutter which took place last year.   

We looked at the images that were shown on the stencil, talked about what images were available to the students via Tinkercads search interface, and what images the students might be either make using Tinkercads scribble feature or finding .stl images that would be able to used to create the shape.  We then also looked at a recent production from our 2025 School Market Day, a night light where the students had used scribble to create inserts into the side of their nightlight - these were former students now in another classroom.

Step one was to push the template, instructions and details out to the students via Seesaw and allow them to respond and share a snapshot of the design.  This allowed students to create their own ideas but also look at other ideas, responses and creations.

A key question that came up was the thickness of the stencil plate, which was measured to be 1mm and a question of whether this could be reliably printed or would be too thin.   The students also discussed linking and what parts of the prints would 'fall out' during printing - which caused them to develop some ideas and will be a point moving forward.  The students were given thirty minutes to complete their designs at this stage - at which point we held a sharing session with the students to discuss designs like the one that was shown left.

The next step was for the students to refine their designs and look at what other members of classroom had either created as original shapes or located elsewhere.   There was some repetition of ideas.

The last step in this session was for the students to take their designs and experiment with projecting them into a variety of locations using the AR/VR function on Tinkercad and their iPads and the Tinkercad App

In this phase a change of background as simple as the one shown left clearly showed that details of the rocket ship and planet and sun were going to 'fall out' when the printing process was completed.  This caused some revision of the students design.

We have used the AR/VR tool extensively this year as a way for the students to produce something at the end of the production process and have a design that can be applied and shared.  There are many examples of this on this blog and we have also produced an entire slideshow of Tinkercad design ideas that don't have to lead to 3D Printing.   Our school is resourced in an amazing way - we have two hundred students and are very lucky to have three 3D Printers that we can use however we cannot always print a number of large scale projects such as a class set at once due to the time involved.    

In this instance we completed the start of the process of selected prints so that they can be used by the students, handled by the students and shared by the students.  We want the students to be able to shape their designs and examples and see what they can make using the technology to get their ideas thinking.

Level of Difficulty: Medium - the basic shape ideas from Tinkercad are easily available, the selected students who are attempting to use scribble are finding the process more challenging.  Students need to also put a hole right through their design plate.

Size: Most of the students opted for a design that was 150mm by 150mm or 160mm which took up most of the design space area.   We are very lucky to have machines with a large build plate so this could have been attempted with the goal to produce a smaller item but the initial provocation from the dollar store was a A4 sized sheet.  As for the width of the print in the example shown in this post the student opted for a 3mm thick print, which was three times the original this was done to ensure that it was robust enough to survive the printing process, we have already discussed attempting to complete this at 2mm and potentially 1mm using the Bambu H2D Printer.

Cost/Price: We would be looking at the activity using filament that will cost in the region of $1.00 NZD each.  Once the width of the print that is determined to be successful can be determined this was impact the PLA used.

Timeframe: We opted to use the Bambu H2D due to the fine detail that we were expecting with some of the designs and on regular settings this took seventy minutes for the sheet.  We could reduce this time by removing the insides of the print, which is not required to be in place for the stencil.  This then is leading itself already into a discussion with the students about a silhouette and an art activity seperate to the design may then come as a result.

It is conceivable that we will attempt to use the Snapmaker printers to complete this project and compare the results that the two machines are able to produce.   We would anticipate that the project print time with this machine would double per sheet as it stands.

What we would do differently/Next Steps for the students: As noted a lesson (art themed) on silhouette art, further refining the design - for instance in the orange example above the detail such as the inside of the smiley face will not survive the printing process as it is not attached to the base - can the students recognise this? Can they then develop their images to take this into account?

The final stage of course will be applying the process to art, that is the students using the stencil to complete some form of art such as a Mandala design or similar.

3D Printing Stencil: Developing Ideas Further

Challenge: For student to take one of the basic fundamental ideas or printing project and develop it further into something individually directed.

Background: When students start with a basic task one of the introductory tasks that we use and engage the students with is some form of name badge or plate.  These generally start off very basic and then can be developed further with additional features and designs to advance the students skills, although this can typically be done in a very short timeframe.

One student who has recently completed this task was then asked to look to develop it further.  His idea evolved into the creation of a stencil.   In this example the student deliberately used the name to hollow out the inside of the print, and then applied the design to a piece of wood.   Spray paint was applied (the print was held in place by masking tape) and then the print itself was removed leaving the affect of the design in place.   The student then is intending to look at combining this idea in different ways and formats to continue to refine the design.  The student has been asked to consider the font, the layout, how this has translated to the stencil and what might work differently.

Level of Difficulty: Low.  The 3D Part of the design is very straight forward and has been completed by nearly every student in the classroom independently (with the classroom being the home to seven and eight year olds).  This project requires a specific level of refinement to make it successful (see below).

Size: The print measures 85mm high and is 175mm across.   The print was 5mm thick.   For the purpose of this project these dimensions were correct, although they could be targeted for a specific size depending on the purpose of the pencil.

Timeframe: Two and a half hours on the standard default settings for this print.  The student was using the purpose of the print to convert the badge, hence its current dimensions and the final product.

What we would do differently/Next steps for the students: This projects emerged out of another area, so the stencil, in its first versions needs some refinements.  The student is intended to use a permanent marker pen to enhance the print and the way it stands.  Because of the position of the masking tape, the bottom line has not responded well to being removed.

The students intend to reflect on the wood that has been used and experiment with the colour, the student wants to change the font to see how it responds to the spray painting.   The student wants to consider a picture that might be possible to link to the design (which has in turn lead to a discussion about stencil art and the work of a particular street artist).   This is one of the projects that shows a considerable level of interest and potential and we will be updating it with further prints of ideas.

We have alerted the art teacher at school to the potential of this, who will also be looking at the potential to complete art projects using this technique and resourcing.