This practice first encourages learners to observe the world around them and look for design, “in the wild,” taking a broad inventory of the designs they notice. Then it asks them to focus in on one object or system to consider the designer’s perspective or to propose redesign ideas.
Participants at the Arts Education Partnership National Forum consider the role of the arts in maker-centered learning experiences.
High School technology students in Darlease Monteiro’s class use Parts, Purposes, Complexities to analyze website apps prior to designing their own.
This thinking routine helps learners slow down and make careful, detailed observations by encouraging them to look beyond the obvious features of an object or system. This thinking routine helps stimulate curiosity, raises questions, and surfaces areas for further inquiry.
Agency by Design project manager Jen Ryan examines the use of the word maker and offers an alternative reframing for an emerging field.