The Service-Learning and Art Education

Uncertain Matters: Material to Form Curricula for Digital Design and Fabrication

“…Over the course of the development of the MAKE 3D curricular resources, we drew upon several conceptual frameworks informed by design thinking (Doorley et al, 2018;IDEO, 2012) and the process-oriented constructionism of Seymour Papert (Harel and Papert, 1991). The later development of the expanded mods drew from the art education concept of transdisciplinary 'big ideas' as conceptualized by Walker (2001) and subsequently elaborated upon by scholars including Bautista et al (2016), Buffington (2007), andParsons (2004). In this section, we will summarize the evolving forms the Material to Form curriculum has taken, the conceptual framings that shaped those forms, and their affordances and constraints.…”

“…Big ideas are transdisciplinary by nature and useful for building curricula that integrate disciplines such as the arts and sciences (Bautista, 2016). Big ideas invite multiple perspectives and ways of working and are useful for accommodating a population of educators with diverse interests and resources (Buffington, 2007).…”

NGO Art Education

“…Antecedents to this proposition may be found in a crossover between versions of social justice and service‐learning‐based art education (Buffington ; Hutzel et al . ; Taylor ), except while forms of service learning may focus more on sociality and ‘doing good’, social justice art education (Garber ) is based on critical theory that requires criticality.…”

“…Antecedents to this proposition may be found in a crossover between versions of social justice and service-learning-based art education (Buffington 2007;Hutzel et al 2010;Taylor 2002), except while forms of service learning may focus more on sociality and 'doing good', social justice art education (Garber 2004) is based on critical theory that requires criticality. In the iteration under review in this article, social practice offers complicit, celebratory, aesthetic, economic, therapeutic and ameliorative rewards instead of critical or political impacts in return for its social praxis.…”

“…Indeed, Trans.lation would work as an exemplar for P21. This seems like a welcomed opportunity and vote of support for art educators committed to putting the socially relevant and life‐centred Big Ideas curriculum (see Buffington ; Stewart & Walker ) to work beyond the classroom. Yet, as I have endeavoured to articulate above, this comes at potential costs within much broader ideological contexts that impact us globally.…”