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3 connections between "making" and an art-classroom

1. Papert and Solomon introduce the basic ways in which one can direct a robot called Turtle.  These commands can help children develop their own logical thinking.  Turtle follows simple commands made through a computer.  Turtle language might help a child develop his or her computer fluency and mathematics skills.  Students can make and program the Turtle. 

2. Papert and Solomon identify a music box as another potential “device” relevant to a child’s interests.  Students could work on this project in music class and/ or a maker classroom.  Teachers must clearly explain all parts of a music box project since key terms and musical measurements might not make sense to students less engaged in music than others.    

3. Dieter and Lovink recognize the importance of people continuously making things of the future.  Children should learn to make as artists and feel invested in their designs.  In an art-classroom, the teacher should incorporate up-to-date materials and encourage students to “build new things” and “improve the world” (p.1).  Students must be given the tools to participate in the creation of new ideas.