Light Diffusion Box
45-60 min
Ages 8+
What Will You Learn?
When using lights on a fashion piece to help tell a story, the elements of fashion design are still considerations. Of course the color of the lights is important, but light patterns and light diffusion affect the line, the shape and the texture of the piece.
A diffusion box helps designers see what lights will do in combination with various fabrics.
About This Adventure
Today, fashion designers are not limited to fabrics in their designs. Technology has become part of our story and is much more accessible. Young designers can use tech such as lights, sensors, and microcontrollers to tell their stories.
In this adventure, you will experience and experiment as we go through the MakeFashion Edu process to support campers as they:
learn – about the elements of fashion and circuits
design – a story and the wearable
construct – a fashion tech piece using recyclable materials and lights
exhibit – be seen! Our favorite medium is the runway.
You will be able to support your designers as they find their voices and tell their own stories through fashion pieces they create and share.
This adventure is divided into several sections, each with its own projects. The bolded project denotes the page you are on. The arrows mark the section you are in.
Build the Box
Step 1
Leaving a 1.5″-2″ frame around the edge of the lid, draw a rectangle.
Step 2
Cut out the rectangle, making a window.
Step 3
Put lights in the bottom of the box.
Step 4
Lay fabric across the box and put the lid on top to view the effects.
Step 5
To combine fabrics or to vary the distance from the lights, add another layer by cutting the box horizontally, parallel with the bottom. Put fabric across the box and stack the cut part on top and then fabric and lid. Like a layer cake.
Step 6
Change the fabric, change the lights, put 2 different fabrics together to see what effects will enhance your story!
If you have access to a laser cutter and would like something sturdier than the shoebox, here are files to make wood diffusion boxes. Designed for ⅛” plywood.
What's Next?
This diffusion box can give you ideas about how to better control the lights of LEDs. For the full MakeFashion Edu outfit design course click here!
For a ton of ideas on what to create, have a look at the amazing outfits that have already walked the MakeFashion Edu STEAM Runways, check out the YouTube playlist.
About MakeFashion
MakeFashion Edu is an international non-profit working to promote learning through fashion and tech. Through hosting workshops, reach-out and push-in activities, and larger events, MakeFashion Edu sees providing access for young designers to go to industry and project-based learning as one way to pull local communities together.
SteamHead makerspace is a network of people, spaces, and events who collaborate to improve equity in education as the path forward. We believe that by embracing design thinking and a maker-mindset, education can be more engaging and meaningful, and with that more effective in preparing students for success. Check their website for their courses.
Materials:
- One or two cardboard boxes with lids, such as a shoe box.
- Exacto knife, cardboard cutter or scissors
- Marker or pencil
- Fairy lights, neopixel strips or single LEDs with battery
- Fabric pieces cut larger than the box
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
National Core Arts Standards
The National Core Arts Standards are a process that guides educators in providing a unified quality arts education for students in Pre-K through high school. These standards provide goals for Dance, Media Arts, Music, Theatre, and Visual Arts with cross-cutting anchors in Creating, Performing, Responding, and Connecting through art. The Anchor Standards include:- Generate and conceptualize artistic ideas and work.
- Organize and develop artistic ideas and work.
- Refine and complete artistic work.
- Select, analyze, and interpret artistic work for presentation.
- Develop and refine artistic techniques and work for presentation.
- Convey meaning through the presentation of artistic work.
- Perceive and analyze artistic work.
- Interpret intent and meaning in artistic work.
- Apply criteria to evaluate artistic work.
- Synthesize and relate knowledge and personal experiences to make art.
- Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards. Learn more.Forces and Motion
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).English Language Arts Standards » Science & Technical Subjects
- Middle School
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- CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
- CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
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- High School
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- CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-LITERACY.RST.9-10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS HS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
