There are four more weeks of what is the very last semester of the maker senior seminar, and I’m not sure how to feel about that.
We’ve done a lot since the Makey Makeys that you may or may not have read about. Sewable circuits and Arduinos made an appearance. The Exquisite Corpse Rube Goldberg machine was a huge success (in that everyone created some amazing, creative pieces not in that it worked).
We even did some embroidery to celebrate National Embroidery Month (February).
This class of mainly guys enjoyed the embroidery much more than I imagined. They commented on its meditative nature and appreciated the fact that they had to slow down. What I loved was the casual conversations that took place at the table as we all sat around and practiced our stitches.
We took some things apart and looked closely at the parts and how they worked together.
We went on a Design Hunt in the Commons and explored what worked well, how things worked together, and what designs need some reconsideration.
Next week we gear up for a month of true makerspace life where the students get deeper into their questions and interests.
In addition to facilitating the making of things, I’m also taking Thinking & Learning in the Maker-Centered Classroom, which has forced me to reflect on what it means to make things in and out of schools and what it all might mean.
There’s a lot that resonates, and I’m taking the time to unpack some of the stuff now, before it’s too late (meaning before June rolls around and I haven’t stopped to think about all the stuff coming from the text (Maker-Centered Learning: Empowering Young People to Shape Their Worlds by Edward P. Clapp, et. al.) and my IRL and virtual classmates.
Because it’s Harvard and research and such, one can really get in the weeds with the theory and analysis. But maybe it comes down to this:
When asked about their memorable making experiences, no Agency by Design workshops participants “have described their most memorable making experiences in terms of reconceptualizing the economy or increasing their proficiencies in the STEM subjects” (Clapp 17).
Also this by Gever Tulley, founder of Brightworks School:
“The world doesn’t need more graduates with good grades: What the world needs is voracious, self-directed learners with the creative capacity to see the problems of the world as puzzles, and the tenacity to work on them, even in the face of adversity.” (p. 9).
We’re also talking a lot about agency, agentic action, and maker empowerment. However, I’ll come back to those when it’s not the end of the day on a Friday. And also because I’m still sorting it all out.