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.
AbD researchers describe how their use of agency “vignettes” help them gain new understandings around the concept of agency.
Students from King Middle School in Portland, Maine, explain the importance of looking closely in a maker-centered classroom.
Video by Alex Coppola
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.
Participants at the Arts Education Partnership National Forum consider the role of the arts in maker-centered learning experiences.
How do you define tinkering? In this post, Agency by Design principal investigator Shari Tishman tinkers towards a definition of tinkering that considers standard text book definitions, examples from real life tinkerers, and a consideration of the “symptoms” of tinkering.