1) ”Making" is especially useful for an art classroom because of the mathematical connections, as discussed in the article that mentioned how Piaget wanted to accommodate ALL learners, and it is common for those who are more artistically inclined to be weaker at math or science. At least I speak for myself when I say that I always prefers art over math! "Making" not only is a form of interdisciplinary learning, but can engage students through interest based learning, and often there is not one "right" answer. The stress is taken away from trying to produce a perfect final project, rather the emphasis is on the process of creation and the math needed to be done along the way.
2) “Making is strongest of human impulses and one of the most significant means of human expression”, this line really stayed with me as why it’s important to incorporate making into the classroom! It’s a wonderful way of self expression, and there are many possibilities for lesson plans that are “make your invention” or “how do you solve problems in your daily life with objects that you make?” For instance, when I was looking through Thingiverse, there are many great models of iPhone plugs, an LED holder, earphone racks, useful items that may not exist out there by solve daily household or logistical needs.
3) The last article of the readings brought up a crucial problem with the Maker movement, the lack of representation of minority groups and the obvious economic barriers. However, this can also be turned into a learning opportunity for the classroom, and students who do have access to a FabLab can be encouraged to create social justice projects, or collaborative works that address this underrepresentation. Alternatively, the teacher can start a group conversation about how this movement is dominated by white males, and what are their thoughts on it? It’s a good way for middle schoolers to start tackling harder questions of inequality and injustice that might otherwise be difficult to unpack.
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