Makerspaces and Art Educational Places. (2nd October 2017)

• Record Type: Journal Article
• Authors: Sweeny, Robert W.
• Is Part Of: Studies in art education. Volume 58:Number 4(2017)
• Page Start: 351
• Page End: 359
• Publication Date: 2017-10-02
• Subjects: Art -- Study and teaching -- Periodicals; Art -- Étude et enseignement -- Périodiques; Kunstonderwijs; 707
• DOI: 10.1080/00393541.2017.1368288
• Languages: English
• ISSNs: 0039-3541

Abstract

Abstract : In this article I outline the theoretical underpinnings of the maker movement, and I provide the reader with a detailed analysis of how these theories relate to current discussions of making in art education. The primary research concern is to compare the implementation of digital technologies in art educational practices with the claims currently being made regarding the educational benefits of the maker movement in educational spaces. The maker movement aligns with do-it-yourself approaches to making, as well as current interests in science, technology, engineering, and mathematics fields, and, as such, might be relevant to contemporary art educational practices. In the conclusion, I identify a number of suggestions that are intended to assist researchers and teachers who are concerned with digital technologies and how they might disrupt the field of art education.