In this problem students created symmetrical designs based on concentric forms. Introducing the element of line, and allowing for variables of thickness and direction, students sought to establish a tension between the static nature of the initial symmetrical construct and the dynamic variability of the line play. The symmetry of the original design structure allows for rotation, or interchangeability of component elements, introducing new potentialities for increasing complexity. The principle of continuity, or closure, generates new implied shapes, activating the ground as the eye connects the fragmented dark figures. The natural desire of students to control outcomes through drawing and planning eventually gave way to unique and very instinctual responses to the unforeseen visual energies that are produced by the interaction of the elements.