Abstract

What is the pedagogical value of making something? Historically speaking, “making” things has been a fundamental and necessary part of daily life, but the modern convenience of technology has allowed us to bypass many of these previously embedded processes. While the normative view of art education is virtually synonymous with making, in practice there is progressively more emphasis directed towards conceptual development. The following text is an account of my wayfaring journey through reconnecting with material practices as a way to identify their continued value and relevance to art pedagogy. Through a descriptive account of learning “from within” practice, I illustrate the generative potential of papermaking, and—more generally—making things. Furthermore, I offer a novel approach to research-creation through the practice of hand papermaking. I conclude by raising ethical concerns regarding material practice and considerations for future research trajectories.