Using Makerspaces to start STEM/STEAM

One of the more practical ways to start STEM/STEAM in a school is through the use of maker spaces. Research the use of maker spaces at your level (elementary, middle school, or high school). In a blog post, explain what a maker space is. What does an effective maker space look like? How can a teacher begin to implement a maker space in their classroom or into their lessons? How does it promote creativity and problem-solving skills? 

 

A Makerspace is about exploring and discovering new ideas by creating, building, problem solving, and trying new things. “A makerspace is a collaborative workspace inside a school, library or separate public/private facility for making, learning, exploring and sharing that uses high tech to no tech tools.  These spaces are open to kids, adults, and entrepreneurs and have a variety of maker equipment including 3D printers, laser cutters, machines, soldering irons and even sewing machines” (Makerspace.com, 2017). A makerspace is all about hands-on creativity and problem solving. It isn’t limited to certain materials, or certain products. Once we understand that, we can begin to see how a makerspace can be incorporated into any classroom at any age level.

Below is an image from The Cult of Pedagogy ‘s podcast about what is the reason for makerspace.

 

When thinking about a makerspace, we might think of 3D printers, robotics, things that are quite pricey. The great thing about the “maker movement” and makerspaces is that it doesn’t have to be expensive. Tactile activities are just as important as tech options, and the more variety of materials, the more authentic tinkering and exploration can happen (Hare, 2016).

An effective makerspace doesn’t have to have expensive equipment. It can easily be equipped with a big supply of just a few different materials. Sometimes having few materials encourages students to be more creative. Now, there is no ‘master list’ of supplies that you can buy and have the perfect makerspace. Supply lists are just as diverse as the spaces and makers themselves. Having said that, I have added an image here from The Art of Education University that can give some ideas of what kinds of items to look for when creating a makerspace.

How can teachers know if a makerspace is being effective? If we look back at the definition of a makerspace is, we can see it’s not about the materials of the makerspace but how students use those materials. Are students exploring and discovering new ideas? Are they building and trying new things? Are they problem-solving? If we can answer these questions with “Yes”, then the makerspace is being effective. Teachers can implement the 4C’s (Creativity, Critical Thinking, Communication, and Collaboration) into makerspaces to help guide them to being effective. Realistically, it might be hard to cover all of these concepts at once, but by providing opportunities for students to practice these skills can help facilitate more meaningful and effective makerspaces (Hare, 2017).

 

As an art teacher some might think that the whole concept of an art room is already a makerspace, and I have to only partially agree. Of course, I would love for my art room to be a makerspace, but we don’t have time to always explore like a makerspace. When I was student teaching, I was observing an amazing art teacher named Lori Ritchie. What I was amazed about most was her whole system she created for when students finished early. She had stations all around the room that had different focuses like science, building, textiles, graphic design, etc. She essentially created a makerspace in her art room for students to explore and try new things (she had them on a rotation so they wouldn’t only choose the same station). When they weren’t creating art from the curriculum, they were developing a maker mindset. I have been wanting to create something similar in my art room. The way I would begin is by gathering various materials that provide a variety of exploration; building, tinkering, textiles, etc. and organize my curriculum to have ‘Maker Space Time’. I would go over what a makerspace is, the purpose of it, and how it promotes creativity and problem-solving skills. We would spend a couple class periods going over the different maker stations around the room. Students are very creative tinkerers and they will be able to create things that interest them. “More making in the classroom leads to a maker mindset, which Spencer believes is essential to living a full and successful life in the 21st century” (Gonzalez, 2018).The more opportunities we give students to freely explore with hands-on activities, the better equipped they will be in life.

 

 

 

 

 

References:

Gonzalez, J. (2018, May 20). What Is the Point of a Makerspace? Retrieved August 8, 2020, from https://www.cultofpedagogy.com/makerspace/

 

Hare, T. (2016, September 26). Extending the Art Room: Making a Makerspace. Retrieved August 8, 2020, from https://theartofeducation.edu/2016/03/16/extending-art-room-making-makerspace/

 

Hare, T. (2017, March 07). How to Keep the Integrity of Art in STEAM. Retrieved August 8, 2020, from https://theartofeducation.edu/2016/02/25/keep-integrity-art-steam/

 

Makerspaces.com. (2017, March 15). What is a Makerspace? Retrieved August 8, 2020, from https://www.makerspaces.com/what-is-a-makerspace/

 

 

 

 

 

Interested in reading more? Here are some links for further reading:

 

The Maker Movement : The origins of the Maker Movement that has inspired Maker Spaces.

A Maker Space Built by Elementary Students : Third graders designed a makerspace for their school. Then they got their budget approved and built it.

Extending the Art Room: Making a Maker Space : Makerspaces are a natural extension of the art room.

How to start a Maker Space in your classroom :

How to Keep the Integrity of Art in STEAM : Try starting with the art and moving into the STEM connections.