Combining the excitement from the maker movement and the novel creation of deployable makerspaces, we review the development of the Mobile Atelier for Kinaesthetic Education (MAKE) 3D. MAKE 3D is a mobile makerspace platform that can be deployed anywhere there is electricity to create a curricular spectacle of digital fabrication in particular additive manufacturing or what is more commonly referred to as 3D printing. Our project combines this notion of curricular spectacle and a mobile makerspace platform, to develop strategies in how to meet the novice user almost anywhere and to entice them into a series of hands‐on activities that would give them a range of knowledge and aptitude for additive techniques in digital fabrication. We review the component parts of our Material to Form curriculum and explore thematic connections between the maker movement and art education including STEAM and interdisciplinarity; design thinking and kinaesthetic learning; and place‐based education and the mobile platform. Informal practices in art education and the mobile makerspace advances forms of place and kinaesthetic learning. Similar curricular setups are therefore encouraged to reinforce and expand prior knowledge, broaden participation and provide an adaptable learning space for STEAM initiatives.
Controversies in current events highlight the important role that public space and monuments may play in demonstrating community values or conversely projecting status quo articulations of inequity. With this in mind, we felt compelled to develop curricula to unpack the complex relationships between public space and place identity through the shared ownership and development of public monuments. We started a curricular project called Spacemakers to engage learners in arts-based reflections on public space, identity and social justice through the generation of proposed monuments as matters of concern. Through frameworks of history and memory, design practice and cultural geography, we articulate the unfolding of the curriculum as we consider the monument as a curricular object. This article reviews the curricular activities we developed for the Spacemakers project, their theoretical and pedagogical foundations, and the potential for making use of speculative design and critical making as powerful vehicles for reflection on public space and embodied learning.
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