Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized, formal and informal, and its connection to major concepts in teaching, learning, and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits, slow looking contends that patient, immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice, this book draws examples from the visual arts, literature, science, and everyday life, using original, real-world scenarios to illustrate the complexities and rewards of slow looking.
Agency by Design project manager Jen Ryan examines the use of the word maker and offers an alternative reframing for an emerging field.
Participants at the Arts Education Partnership National Forum consider the role of the arts in maker-centered learning experiences.
Synthesizing recent conversations between AbD and the Oakland Leadership Team, AbD researcher Andrea Sachdeva proposes a values-based stance on documentation and assessment in maker-centered learning.
A community of teachers and researchers work together in Cambridge, MA and Temescal, CA to learn more about how students understand design in the world.