Essa rotina encoraja os estudantes a considerarem as diversas perspectivas de quem interage em um sistema particular. O objetivo dessa rotina é ajudar os estudantes a entender no que as diversas pessoas que participam de um sistema pensam, o que sentem e com o que se importam de uma forma particular em função de sua posição no sistema.
Jaime Chao Mignano is a Senior Practitioner Specialist on the JusticexDesign (JxD) project, and an ongoing leader in the project's conception and development, including developing tools and supporting educators to apply the emerging JxD framework in their contexts.
We find ourselves in a thorny historical moment, in the United States and around the world. Like my colleagues on the JusticexDesign project—and like many educators—I wonder: How will we support our students in deepening their understanding of the world around them and exploring the complex interplay of histories we are taking part in? In the US, we are debating the fate of American monuments, the legacy of American founders, and the impact of America’s own super story on the lived experiences of its people. How might we offer a path of agency to our students that champions historical honesty? And as we guide our students in considering colonial legacies, migration crises, and global economic injustice, what are some ways we might actively value the voices of communities adding their own truth to a contested history, even at terrible risk?
Artist Titus Kaphar’s work offers a rich model, pieces “that are honest, that wrestle with the struggles of our past but speak to the diversity and the advances of our present.” WIS History teacher Nora Brennan, a colleague in Agency by Design's Making Across the Curriculum project, and I had been struck by Kaphar’s 2017 TED Talk, “Can Art Amend History?” He asks, with his own children in mind, “What is the impact of these kinds of paintings on some of our most vulnerable in society, seeing these kinds of depictions of themselves all the time?” Kaphar concludes by urging us to “amend our public sculptures, our national monuments” in order to expand and deepen our historical narrative.
In the fall of 2018, Nora took her history class to visit the Titus Kaphar collection in the “UnSeen: Our Past in a New Light” exhibit in the National Portrait Gallery. This experience was clearly powerful for students—we could sense that Kaphar’s artworks were shifting their gazes, pointing them to an actively unfolding dialogue on American history. Nora knew she wanted her students to connect more deeply to Kaphar’s philosophy of historical amendment. She combined this art exhibit and the history lessons she was teaching on the Civil War and Reconstruction as the foundation to challenge students to research a Civil War monument and reimagine it.
At the same time, Nora knew it was important to contextualize this project in the very active conversation in the U.S.—and around the world--about monuments and public memory. The controversy around Civil War monuments was and is a real current event—many city and state governments have been taking steps to address the symbolic presence of historical racial terror embedded in public spaces by tearing down monuments, renaming streets and buildings, etc. We wanted students to situate their thinking within these substantive critiques - not to attempt reconciliation but to explore their own perspective.
Nora drew on the Agency by Design framework to build her students’ sensitivity to the design of monuments and portraits. She knew that historical artworks can both express and obscure, offering us complex legacies that we can guide students in unpacking and probing. We wondered what maker empowerment might look like as students approach a portrait of Robert E. Lee or a statue of John. C. Calhoun.
What do we want our learners to be like when they leave our classrooms at the end of the year? What does authentic learning look like in a maker-centered classroom? Your response to these questions might be an indicator of what type of learning you value as a teacher. Inspired by Carlina Rinaldi and her writing on the relationship between documentation and assessment, we used these questions to identify what types of learning or dispositions teachers value most within their contexts. Think of it as a lens for looking at learning. What we quickly realized is that the values educators bring to their work have implications connected to assessment.
This tool is connected to the Agency by Design Making Moves. The Making Moves identifies three maker capacities that support a sensitivity to design, along with their associated learning moves. Here you’ll find three observation sheets, one for each of the maker capacities: Looking Closely, Exploring Complexity, and Finding Opportunity.
This entry offers a critical perspective of the role of the arts within the popular STEAM agenda. Most loosely defined, STEAM can be understood as incorporating the arts into the STEM (science, technology, engineering, and mathematics) acronym for the purpose of introducing a focus on art and design into these four subject areas. This entry first questions what the A in the STEAM acronym actually represents. The entry then argues that a focus on any discrete set of disciplines prioritizes some domains of practice, while overlooking others. The entry goes on to encourage a more distributed approach to pedagogical practice that is less about establishing catchy acronyms that privilege some disciplines over others – and more about supporting young people and adults in becoming multimodal learners capable of making connections between and beyond the disciplines.
Boston-based architect David Stephen discusses his experiences developing “Maker Campus Master Plans” with various members of Agency by Design’s Oakland Learning Community.