Makerspaces and Art Educational Places

Autor/in	Sweeny, Robert W.
Titel	Makerspaces and Art Educational Places
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 58 (2017) 4, S.351-359 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2017.1368288
Schlagwörter	Art Education; Theories; Creative Activities; Technology Uses in Education; Educational Benefits; STEM Education; Educational Practices + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Theory; Theorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Bildungsertrag; STEM; Bildungspraxis
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01