STEM (Science, Technology, Engineering, Math) is the current educational initiative being adopted by many decision makers; yet it can be overwhelming to art educators trying to maintain the integrity of their programs. One avenue that STEM opens for us is to embrace the whole learner without leaving our content behind is through makerspaces. Art has a natural fit with the problem solving nature of math and science. Many districts are exploring makerspaces related to their STEM programs. Makerspaces link design through student discovery in engineering, technology, math or science concepts. There is not one formula for a makerspace because they vary greatly. Over-arching concepts include: a focus on making, hands on experiences and discoveries. The challenge-driven environment of makerspaces encourages students to focus on their authentic interests, both individually and collaboratively. Teachers and students form learning partnerships as they work through the design process which includes the following thinking zones: imagine, plan, create, improve, and share.

I was fortunate last year to be part of team that piloted a makerspace in our elementary school. The design model was the central component for both the students and teachers as we created and planned challenges and worked through them together. We took time to plan, meeting together, inviting others at our school to partner, getting parents and community members invested. We worked together and leaned into the individual strengths of each team member. We reflected as we went and made changes as needed. I was leery at first of this "free for all"- but found when clear expectations were defined, students showed an authentic excitement and engagement for learning and discovery. Although many makerspaces are normally conducted in general education classrooms, our team piloted the makerspace program as an after-school enrichment opportunity. Because of this multidisciplinary team focus, many teachers who normally wouldn't have a chance to work together volunteered to collaborate on the team. While we may have identified ourselves as a scientist, artist, engineer, or mathematician to begin with, by the end of the program we learned that we are all makers.

Similar characteristics of makerspaces are evident in student-centered art programs. For instance: students are encouraged to explore their own interests, challenged to find solutions, and are provided with choices and a variety of media to complete their projects. At times, we focus heavily on skills, techniques and end products in the art classroom. However, the design learning of the makerspace initiative can offer enriched art experiences for both teachers and students. WE ARE ALL MAKERS. I used to want my students to see themselves as artists, but now I want my students to see themselves as makers, because through the design process, failure is encouraged, accepted and expected.