One of the most profound takeaways from the Module 2 content on Active Knowledge Making (AKM) lies with the idea of “artifact-producing” learning. I was so compelled by this language that I conducted a general web search of the phrase. I included the word “learning” within the quotation marks. My query yielded only two results; one of which was from a music education edited book. Within the music volume is a chapter on music ensembles, in which Rodriguez (2012) asserts, “Students at every educational level have demonstrated the ability to be creative if given the opportunity, ensuring student-centered, engaging, artifact-producing learning consistent with best practices in education” (p. 880).

Upon reading Rodriguez’s words, I was reminded on similar language in my previously penned teaching philosophy. In which I indicate, “Students who are encouraged to think creatively and are provided the opportunity to demonstrate their abilities on their terms are those who can shape thinking and promote innovation.”

Over time, I have even been critical of the science, technology, engineering, and mathematics movement’s omission of creativity as a necessary tenant of invention. Even more, the U.S. educational system has irresponsibly spent far more time telling students what to think (i.e., making them consumers of knowledge), with clear right and wrong answers, as opposed to promoting creative thinkers who feel free to contribute to discourse and become knowledge producers.

For example, when elementary students bring home “artifacts,” the ink stained items are likely produced in art class. Many children, including my own, are regularly proud of what they produce and run to their parents shouting, “Look what I made.” The compelling relationship between producer and product (i.e., artifact) seems to not only produce a tangible output, it also seems to promote within students, young ones in particular, a sense of accomplishment, which factors into the psychological relationship between students and learning. AKM, as well as this act of producing can, and should, mature as students age.

As a doctoral student, I was constantly told that it was my responsibility to conduct research and “add to the body of knowledge”. Unfortunately, this was language I did not hear until I enrolled in my PhD program. Ultimately, the production of artifacts is the contribution to existing knowledge. Even on an elementary level, when students create or produce, they are aligning themselves with other knowledge contributors.

Thus, I find the phrase “artifact-producing learning” engaging, and for me, it warrants a more in-depth examination. The featured image, which includes artifact production language, amplifies the need for a clear definition of this concept.

Man Near Screen Displaying Artifact Producing Language

Reference

Rodriguez, C. X. (2012). Popular music ensembles. In G. A. McPherson & G. F.Welch, The Oxford Handbook of Music Education (volume 1), 878-889.