ABSTRACT
In an age of accountability, the potential democratizing aspects of arts education and the maker movement offer a new direction that can help raise social consciousness and promote forward thinking. Through process learning that includes iterative, creative, and flexible practices, students can engage in discovery-related practices and experience growth through challenge, experimentation, failure, reflection, and persistence. This chapter considers how arts education and the maker movement promote social and emotional learning and suggests that looking to the inherent overlap between the two fields not only highlights inequities that may exist, but also underscores an ethos of empowerment and tolerance that encourages a generation of learners to be agents of change.
