ABSTRACT
This chapter looks at what a maker approach to arts education might look like, one that enhances traditional arts instruction with approaches for producing art that interacts with its environment, facilitates expressive modalities of wearable technology. It takes advantage of the latest breakthroughs in art, technology, and science. It argues that expand vision for the arts in education by adding physical computing, a quintessential maker method of production, to the K-16 arts curriculum. The chapter explores the extent to which youth are able to engage in authentic and creative forms of physical computing. Data is pulled from a two-week e-textiles summer workshop with non-dominant Chicago Public School students. The chapter illustrates how youth can easily be introduced to the basics of physical computing, which encompass a range of techniques and processes, including learning about electronic construction and theory, learning to code creatively, and learning traditional and high-tech craftsmanship.
