Maker

Making is fundamental to what it means to be human. We must make, create, and express ourselves to feel whole. There is something unique about making physical things. These things are like little pieces of us and seem to embody portions of our souls.– Mark Hatch, CEO Tech Shop

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West-Puckett Claim Code: 118-C6D0-4BB

Making is at the core of our everyday conversations, of our learning, of our lives. We make choices, breakfast, changes, our beds (some of us!); we even “make” time. On the first day of class, we looked at the relationship of making to composing/writing, and we talked about what we choose to make, why we make it, and how people respond to the things we make.

Making and consuming are two of our most fundamental human activities. Indeed, we engage in dozens if not hundreds of transactions as both producers and consumers every day, even as we perform tasks as simple as texting a friend and receiving a text. While many of our exchanges are intangible and we take them for granted, producing a physical object helps give form to our relationships to the physical world.

If you follow this badging pathway, you will have the opportunity both to make something and to  teach others to make it as well. To have a fuller experience of making, you will do research to learn all that you can about something you would like to make, its components, history, importance, as well as how to make it. You will make an instructional video of your process, and finally, you will have an opportunity to think about what you have learned and what you might do differently in the of making of things and media.

This is a research-intensive badge.

Level One Activities

  • Brainstorm a list of things 10 things that you would like to make (if you need ideas, you might want to look at https://www.instructables.com/). The only rule is that it should be something that someone else would benefit from learning to make as well.

stop_signSHARE & DISCUSS YOUR LIST WITH A PEER.stop_sign

  • Based on your peer feedback, choose one thing to make.
  • Now think about the audiences that could benefit from your experiences of making. Who else might want to make this thing? Why? How might they benefit? Write a 300-word plan that addresses the following:
    • Who is the rhetorical audience for your instructional video? What are their demographics? Psychographics? How will this object help your audience to solve a problem? How will the video meet this audience’s needs or desires? Appeal to their interests? What will you need to explain and what can you assume they know?

stop_signSHARE YOUR PLAN AND GET FEEDBACK FROM YOUR INSTRUCTOR. stop_sign

Level Two Activities

  • Find sources about the specific thing you want to make. Get as much information about it as you can. Use at least five credible sources. At least two of these sources must be academic or trade sources found via URI library research. Using MLA format, include both in-text citations and a works cited list of sources. Write a 800-1,000-word mini-essay that discusses all of the following questions:
    • What are the components of this thing? Where do they come from? (For example, if you’re making a cake, find out how flour is made.)
    • What is the history of the thing you want to make? (When was the first cake made? Why? What were key historical moments?)
    • What is the social, political, environmental, and/or cultural importance of the thing (again, take the cake, so to speak: Marie Antoinette might have kept her head, if she hadn’t mentioned that cake thing!). How do people use/consume this thing?
    • Cite all sources in MLA format.
  • Read this guide to interviewing ethically and effectively. Find and interview someone who has made the thing you want to make. Make sure to use best practices from the interviewing guide. Take at least four (4) pages of notes, including your questions and the interviewee’s responses. Type these up and submit them to your Google doc folder.
    • Part I: Discover all the reasons why this person likes to make this thing. Is it the feel of the materials? The motion (it’s good exercise, it’s meditative, and so on)? The results? The act of sharing it or giving it to someone else?
    • Part II: Ask to see (or heard or feel, etc.) examples of the things the person has made and/or ask them to discuss specific things they’ve made. What particular challenges were overcome in making this specific thing?
    • Part II: Ask this person to explain in step-by-step fashion the process of making the thing they make. Ask for tips so that you can make it yourself.

Level Three Activities 

Making it!

Using everything you have learned and experienced, make your thing! As you make, carefully document your process in video and/or photo form because you’ll need to create a procedural video showing a target audience how to make the thing as well.

Genre Research

Use the links or scan the QR codes to watch the student-created procedural videos in Rhody Writes. Choose two of the videos to analyze and complete this rhetorical analysis chart. (Note: the Maker examples in Rhody Writes were produced under different badging guidelines; your video will be somewhat different).

Think about what you learned by doing the rhetorical analysis. Now, using 191-194 in Writer Designer, produce a paper-based storyboard and an asset list for your procedural video. Include the following:

  • A storyboard that indicates what elements (movement, fast-forward, slow motion, lighting, script, images, soundtrack, or effects) and actions (movement, lighting, camera angle, cropping, panning, etc.) need to occur at which point
  • Where you will tell stories and specifically what stories you will tell using characters, dialogue, action, and setting
  • Where you will use exposition, that is, give background, cover large pieces of time or make connections between stories using transitions
  • An asset list that helps you plan your instructional video

stop_signSHARE STORYBOARD/ASSET LIST FOR FEEDBACK FROM INSTRUCTOR stop_sign

  • Create a procedural video. Follow these steps:
    • Start with an INTRODUCTION OF THE THING YOU MADE that targets your specific audience
    • Explain why you chose to make it and why your audience might want to make it, too
    • Explain what you learned from all the RESEARCH you did to help you make it
    • Show the actual making of the product—important: be sure to narrate (using your voice) what you are doing STEP BY STEP, giving the appropriate level of detail and background for your audience

stop_signGET A PEER REVIEW AND INSTRUCTOR FEEDBACK ON YOUR DRAFT VIDEO.stop_sign

  • Revise and polish your procedural video according to peer and instructor feedback.
  • Export to YouTube. Add closed captions for those who are hearing impaired.
  • Write or record a metacognitive reflection on your instructional video.

Required evidence for to submit in Google Folders for this pathway:

Level 1

  • List of things you would like to make
  • 300-Word plan for the object you will make

Level 2

  • 800–1,000-word mini-essay in MLA format
  • 4 -page typed interview transcript

Level 3

  • Rhetorical analysis chart
  • Story Board and an Asset List
  • Draft of procedural video 
  • Closed captions or transcript for video
  • Peer Review Recording
  • Revised procedural video
  • Metacognitive Reflection
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