Aaron D. Knochel

DIY Prosthetics: Digital Fabrication and Participatory Culture

Cody’s experience developing a 3-D printed assistive device for artmaking was a result of curriculum I had developed to explore socially engaged design, assistive technologies, and digital fabrication in particular to this project 3-D printing. I introduced my preservice art education students to a growing fi eld of design practice that focused on developing open source, aff ordable prosthetics to kids that could otherwise not aff ord them. Many of these projects involve three important concepts signifi cant to art education: (1) rapid prototyping via digital fabrication; (2) a participatory design process that is enabled by connectivity and sharing; and (3) a commitment to a socially engaged practice of making that collaboratively builds ideation and social good. In the following, I outline my own experience with my university preservice art education students learning about 3-D printing, developing design practices that have deeply embedded participatory frameworks, and exploring the potential for art education as a socially engaged practice that combines creating and making while having positive social impact.

Posthumanist Movement Art Pedagogy: Geolocative Awareness and Co-Figurative Agency With Mobile Learning

Mobile learning from a posthumanist critical perspective is the co-figuration of learner with geolocative mobile devices that blurs boundaries of the networked body. In this study, four art education researchers explore geolocative co-figurative possibilities of mobile learning. The authors theorize co-figurative agency and heighten awareness of the importance of sociospatial relationships afforded by the current milieu of networked geolocative knowledge to arts pedagogy. Through analysis of case studies of art practice, a new theoretical concept called posthumanist movement art pedagogy is developed to investigate movement as a posthumanist art practice, enacting agency through mobile data co-figuration within spaces of geolocative awareness. Case studies concentrate on mobile new media art utilizing photography, gamification, Global Positioning System drawing, and data collection/broadcasting. Impacts on the field of art and education focus on movement as being co-figured with the body and geolocation data as sites for potential transformation, embodiment, play, and data-identity constructions.

Touching to See: Tactile Learning, Assistive Technologies, and 3-D Printing

May 2018 7 rT AnD Design eDucATion is MosT viTAL when reALizeD As A worLD reiMAgineD. There is an important opportunity to reimagine our world when embracing the learning styles and abilities of all that participate. we share a set of projects that focus on the transformative potentials for assistive technology (AT) in the form of tactile graphics. According to the Assistive Technology industry Association (2017), AT is “any item, piece of equipment, software program, or product system that is used to increase, maintain, or improve the functional capabilities of persons with disabilities” (para. 3). A to See:

Meaningful Makers: Stuff, Sharing, and Connection in STEAM Curriculum

We found that Dr. Sweeny’s Editorial... touches upon an important resurging social practice... we were surprised to see that the DIY renaissance (commonly referred to as the ‘maker movement’) was not given serious consideration in the dialogue. (p. 5) The maker movement encourages informal teaching and learning of practical technical skills related to electronics, metaland woodworking, and traditional arts and crafts. Clapp and Jimenez continue by saying it would be prudent for the field of art education to reimagine itself in relation to the maker movement to begin an authentic dialogue with this burgeoning field that is capturing the attention of educators, parents, and policy makers, something the arts have been trying to do for decades. Clapp and Jimenez’s maker-centered argument is supported by educational data showing that the massive reduction of arts learning has affected schools, particularly in poorer communities (Parsad & Spiegelman, 2012). in STEAM Curriculum Meaningful Makers: Stuff, Sharing, and Connection