The Educational Paths of Art and Craft Experiences

Abstract

Some assumptions that accompany the terms art and craft are examined to helpeducators to create and effect pedagogies of making that best convey appropriatecultural perspectives. The article is divided into three general parts. The firstaddresses concepts associated with specific making terms; the second provides somedirectional markers that allow assumptions in theoretical ideas to be revealed,especially with respect to embodied experience; the third proposes suggestions forcommunities evaluating and designing their own curricula.