Making Makers: Kids, Tools, and the Future of Innovation
AnnMarie Thomas
Language: English
Pages: 162
ISBN: 1457183749
Format: PDF / Kindle (mobi) / ePub
This is a book for parents and other educators—both formal and informal, who are curious about the intersections of learning and making. Through stories, research, and data, it builds the case for why it is crucial to encourage today’s youth to be makers—to see the world as something they are actively helping to create. For those who are new to the Maker Movement, some history and introduction is given as well as practical advice for getting kids started in making. For those who are already familiar with the Maker Movement, this book provides biographical information about many of the “big names” and unsung heroes of the Maker Movement while also highlighting many of the attributes that make this a movement that so many people are passionate about.
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Product made more sense than using someone’s kit that was a representation of that.” Steve had become an education major thinking that he could change education, but became frustrated when he felt that the system fought against the sorts of methods he wanted to use. He valued exploration, and playing. “I just knew that each kid was different and the goal of education should be to figure out how to help each individual find their own CURIOSITY | 15 way.” To him, individualized learning, and.
With these great names, go and find out what they wrote. Instead of trying to learn what they did. A great genius spent his whole life writing Principia, and we’re supposed to read one paragraph about it? I’m no genius, I’m no Isaac Newton, but somehow I’m supposed to learn and understand and appreciate his work, from one paragraph in an elementary school book that talks about Newton on one page, and the next page is how to put pins in frogs, and the next about what electricity is? No. I’ll go.
Complicated relationship with one another. Makers, particularly those who have become parents, often look back on some of their youthful projects with concern, and a sense of gratitude that no one was injured. More than one of the people I interviewed have since called up their parents to ask why they were allowed to do some of the things that they did when they were younger. I strongly believe, though, that we can’t learn responsibility without some level of risk. It doesn’t take much.
And the “whole world was going disco because you could drive a whole building to the beat of music.” Dean became fascinated by the idea of driving lighting systems with sound. He started building sound and lighting equipment that he would then sell to local bands at a substantial markup from his materials’ cost. At this point I had to stop Dean for clarification. Had he really taught himself this all by looking at books and trying things? It turned out he did. Plus he had figured out who to call.
With engineering degrees, have about cause and effect and how things work. This would often result in their creating things that looked beautiful in a model on the computer, but could not be built. Even without formal training in engineering, 86 | MAKING MAKERS Bradley had a life of experiences with tools, apprenticeships, and simply taking things apart and figuring out how they could be put back together. Figure 7-5. Bradley Gawthrop works on electrical cabling for an organ he built in.