Art Machines

Time Needed
30-45 minutes. If used during an event, they can be set up in a 10-minute quick build activity station.
Grade
Designed for learners in Pre-K to 3rd grade, but can be used by all grade levels.

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Art Machines Playbook Maker

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Art Machines Slide Deck

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What are Art Machines?

Art Machines are hands-on, interactive sculptures designed to move using simple mechanical principles. By assembling levers and fulcra in creative ways, learners explore movement, balance, and artistic expression. This project is an engaging way to introduce fundamental engineering concepts while allowing room for creativity.

Art Machines combine science, engineering, and artistic design, making them an exciting and accessible project for all learners. Learners start by following a core build, then redesign, experiment, and iterate—creating their own unique versions.

4 Key Challenges

Learner Goals

Learners must
  • Create a system of connected levers and fulcra
  • Identify the simple machines (lever and fulcra) and how they create a compound machine when they work together.
Leaners should
  • Identify how they could create a unique solution to the challenge of a mouth, claw, or other creature or machine parts.
Leaners could
  • Collaborate with other learners to create characters and tell stories, or work together in a relay game to hand objects to one another using their art machines as extensions of their bodies. 

Practice Time!

 Essential questions to ask when you're practicing
  • What ways can I show how Art Machines can look unique? 
  • What other materials could I use? What materials should I have extra of on hand?
  • What's confusing, and how can my learners support each other to solve confusing steps? 

Basic Build

What’s Included in the Kit?

  • A board with die-cut foam components
  • A package of fulcra (brads)
  • A cardboard rectangle for creating faces or features
  • A set of sticky strips for easy attachment
  • An instruction sheet

What You Need to Provide

  • Child-friendly scissors for cutting and modifying components
  • Drawing materials such as water-based markers to create the face or features of each creature.
Step 1: Preparing Components
Question: What do you notice about the different pieces in your kit? How do you think they will work together?
  • Remove all pre-cut pieces from the board, including the levers and fulcra.
  • Arrange the pieces neatly to make the process smoother.
  • Discuss what learners think each piece might do before assembling.
Step 2: Assembling the Basic Structure
Question: How can we connect the pieces so they can move?
  • Connect two levers using a fulcrum (brad) to form an “X” shape.
  • Repeat this process to create three connected “X” shapes.
  • Ensure the levers can pivot smoothly to allow movement.
  • Ask learners how they think changing the placement of the fulcrum might affect movement.
Step 3: Building the Machine
Question: How does movement transfer from one part of the machine to another?
  • Align the three “X” shapes in a row, connecting them at the top and bottom using additional fulcra.
  • Encourage learners to test how movement changes depending on placement.
  • Have them predict what will happen if they adjust the position of the fulcra.
Step 4: Creating a Creature!
Question: How can we make our Art Machine unique?  The example has a face.  What will theirs look like? 
  • Draw a face on the provided cardboard rectangle.
  • Cut a slit for the mouth to create a moving effect.
  • Attach the “face” to the levers using sticky strips.
  • Ask learners if they can create other designs beyond a face.
Step 5: Testing and Iteration
Question: What happens if you change one part of your design?
  • Extend and retract the levers to observe movement.
  • Change the design - what else could it be?  What if it had claws?  What if both ends of the machine had different creature features?  What if it was moved from the middle, instead of the ends? 
  • Encourage learners to share their designs and suggest improvements.
  • Ask learners to iterate their designs and explain how they created their solution, and what it does.
Clean-up and storage
  • Store all parts in the resealable bag with the learner’s name on a slip of paper.
Extension Activities
Extension GuideExtension Printable
  • Arts Integration: Learners transform their Art Machines to create unique characters from a story or anatomical features of different types of animals and insects (mouths, beaks, claws, wings, tails).
  • Storytelling: Learners create a short story about their Art Machine’s adventures.
  • STEM Exploration: How can learners use Art Machines to tackle a practical engineering challenge, like picking up objects with a modified claw?
  • SEL Connection: How can learners work together to do a relay challenge - handing objects from machine to machine?

Troubleshooting & Pro Tips

Common Issues & Solutions
Issue
Solution
Levers come apart
Press on the fulcra to tighten them up. 
Face is loose
Reinforce with additional sticky strips or reposition components for balance.
Mouth doesn't open wide
Remove the face, extend the machine as long as it stretches, attach with the mouth closed.
Pro tips
  • Encourage creativity! Let learners add extra elements like arms or tails to their machines.
  • Attaching a face is the hardest part.  Know mobilize learners who have successfully attached their components to support other learners.  
  • There’s a lot of fun things to do with the sticky strips (like make mustaches) but they’re really just meant to work like tape on their projects.  Encourage your learners to use them sparingly!

Pre- and Post-Activity Questions

Pre-Activity Questions
Pre-K - Kindergarten
  1. What do you think will make the Art Machine move?
  2. What shapes do you see in the pieces, and how do you think they will work together?
1st - 3rd Grade
  1. How do you think the levers and fulcra will work together?
  2. What happens when you change where the fulcrum is placed?
  3. How do you think adjusting the length of the levers will change how the Art Machine moves?
Post-Activity Questions
Pre-K - Kindergarten
  1. What part of your Art Machine moved the most? Why?
  2. How did it feel to build and test your machine?
1st - 3rd Grade
  1. How did changing the placement of the fulcrum affect movement?
  2. What was the biggest challenge you faced, and how did you solve it?
  3. If you could redesign your Art Machine, what would you change to make it move differently?

Comprehensive Standards Alignment

CASEL Social-Emotional Learning Standards

  1. Self-Management: Learners develop perseverance by troubleshooting issues. Example: When their Drawbot doesn't move as expected, learners analyze and adjust connections and placement rather than giving up.
  2. Social Awareness: Collaboration and problem-solving support communication skills. Example: Learners explain their ideas and problem-solving steps to peers while testing different Drawbot configurations.
  3. Responsible Decision-Making: Learners iterate on designs, evaluating and improving structures. Example: Learners discuss what modifications improved movement and how small changes impact overall function.

Common Core ELA Standards

Grades K-2
Grades 3-5
Grades 6-8

Common Core Math Standards

Grades K-2
Grades 3-5
Grades 6-8

Next Generation Science Standards (NGSS)

Grades K-2
Grades 3-5
Grades 6-8

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