Leadership

Designing an Art Forward STEAM Curriculum

Published: 17 June 2024
Written by jasonpittm@gmail.com
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Categories: Creative, Education, Leadership

Art in Action, a nonprofit organization dedicated to revitalizing art programs in schools that have lost them, is making a significant impact in California and beyond. Through innovative projects and affordable solutions, Art in Action ensures that art remains an essential part of the educational experience for students. I was recruited to help them create the Art in STEAM project, which places art at the forefront of STEAM (integrated Science, Technology, Engineering, Art, and Mathematics) education. This approach not only champions creativity but also encourages students to synthesize and combine essential academic standards across various disciplines, providing a better simulation of real-world practices and more effective and meaningful learning experience for students.

 

The Challenge: Declining Art Programs in Schools

Many schools across the United States have seen a decline in formal art instruction due to budget cuts and shifting priorities. While some schools manage to incorporate art programs through temporary budget windfalls or half-day contracts, consistent and comprehensive art education is no longer guaranteed. I was particularly surprised, when I moved my work to California to find that nearly all public and charter schools had little to no regular instruction in art. California has a robust set of skills and practices in its state standards for art learning, but surprisingly poor implementation.

Art in Action steps in to fill this gap by offering affordable art programs that parent volunteers or Parent-Teacher Associations (PTAs) supported by school administrators can affordable purchase and implement with the help of volunteers. This model, while still a far cry from ideal learning experiences like regular art lessons in a dedicated classroom year over year, ensures that students continue to receive quality art education despite financial constraints. The big advantage for Art in STEAM is that administrators were much more eager to support an art curriculum that reinforces skills on state tests. These tests and the time needed to prepare students for them is largely the reason art has been cut from school budgets.

 

Art in STEAM: An Art-Forward Approach

Traditional STEAM projects often prioritize math and science, with art being relegated to a secondary, often decorative role. However, the Art in STEAM program flips this script by starting with California art standards and building the central project or lesson around them. This art-forward approach ensures that the creative process is central, not peripheral, to the learning experience.

For the Art in STEAM curriculum, projects were designed for kindergarten through middle school students, incorporating meaningful connections to math, science, technology, engineering, and literacy standards. This integration ensures that while students are engaged in creative activities, they are also reinforcing essential academic skills. To create this integrated curriculum, I developed my own tool for mapping out and quickly searching or connecting California and national learning standards across all grade levels from kindergarten through eighth grade. This searchable document allowed for the identification of common themes, skills and topics across different subjects and grade levels. This tool facilitated the creation of much more authentically integrated lessons. 

The STEAM + Literacy Roadmap

One of the key tools that facilitated the creation of integrated STEAM (Science, Technology, Engineering, Art, and Mathematics) and literacy lessons within the Art in STEAM initiative is the STEAM + Literacy Roadmap. This innovative tool is a comprehensive, searchable spreadsheet database that includes all the Common Core national standards in literacy and math, Next Generation Science Standards, technology and engineering standards from the International Society for Technology in Education (ISTE), and California’s state art standards. Designed to cover each grade level from PreK through 8th grade, the roadmap provides a systematic way to identify and connect standards across different subjects, fostering the development of art-focused lessons that integrate multiple disciplines.

The STEAM + Literacy Roadmap is organized into sheets for each grade level, with columns for the standards of each subject. This layout allows educators to easily search for a topic, skill, or concept that can bridge multiple domains. By facilitating these connections, the roadmap helps educators develop lessons that not only align with educational standards but also encourage students to synthesize information from various subjects in meaningful ways.

For example, consider a lesson designed for middle school students on drawing a realistic indoor scene with a single vanishing point. This exercise, a staple in art education, is directly drawn from the California Art Standards. Using the roadmap, the lesson was developed b searching for relevant standards from other domains using the STEAM roadmap. The lesson began with the art standards supporting drawing in one-point perspective, which inherently involves parallel and intersecting lines, angles, and geometry. By searching the roadmap for terms like “parallel lines,” “intersecting lines,” and “angles,” related math standards were quickly identified. The lesson can then provide students with practical meaningful experiences in use of parallel lines and exploring intersecting lines with complementary and opposite angles. Incorporating these math skills, the lesson provided students with practical applications of geometry, enhancing their understanding through practice, experience and artistic creation.

To further integrate the lesson, the roadmap was used to find relevant literacy standards such as “communicating with peers for understanding” and “using text features.” These standards were then woven into the lesson by having students create a picture dictionary for new students learning the user’s language, based on their one-point perspective drawings, labels and other text fetures commonly found in a picture dictionary. This task required students to write clear, descriptive labels and instructions, reinforcing literacy skills in a practical context, as the final result is a printed picture dictionary compiled by the volunteer teachers for classroom to keep and use when new students or speakers of other languages arrive in their classrooms.



Designing Integrated Lessons

The roadmap’s ability to connect standards across disciplines ensures that each integrated lesson is both meaningful and robust. For example, in the described lesson, students not only improved their drawing skills but also deepened their understanding of geometric principles and enhanced their communication abilities. Each integrated standard was intentionally chosen to provide sufficient practice and reinforcement, avoiding the superficial connections that often plague STEAM lessons.

By leveraging the STEAM + Literacy Roadmap, Art in Action can create lessons that are truly interdisciplinary, offering students a holistic educational experience that values creativity and critical thinking equally. This tool exemplifies how thoughtful integration of standards can transform traditional subjects into engaging, comprehensive learning experiences that prepare students for a multifaceted future.


Co-Hosting with Instructional Videos

A key component of the Art in STEAM curriculum is the use of animated videos. These videos, lasting about five to six minutes each, introduce the art lesson and provide a demonstration. After the video, the activity is handed off to an in-class volunteer, such as a parent or retired artist, who is associated with Art in Action. This format ensures that students receive a consistent and high-quality introduction to each lesson, while also allowing for flexibility in the classroom.

Impact and Reception

The Art in STEAM program has been well-received by schools and educators. By integrating art with other core subjects, schools can offer a more balanced and enriching curriculum that meets various educational standards. Principals and teachers appreciate that the time spent on art also helps reinforce skills in other critical areas, making it easier to justify the inclusion of art in the curriculum. Art in Action, through its Art in STEAM project, is making a profound impact on art education by ensuring that creativity is not sidelined in the rush to emphasize STEM subjects. By starting with art and integrating it with math, science, technology, and engineering, the initiative provides students with a well-rounded education that values creativity as much as analytical skills. This innovative approach not only revitalizes art programs in schools but also prepares students for a future where interdisciplinary thinking and creativity are paramount.

 

Rethinking Strategies for Engagement

Published: 15 June 2024
Written by jasonpittm@gmail.com
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Categories: Creative, Education, Leadership

Educational strategies and learning experiences are often designed with an attempt to engage students by appealing to their perceived gender or cultural interests. However, many of these strategies are overused and miss the mark, relying on stereotypes rather than genuine understanding of students and their needs. Perhaps it is time to consider changing the way we approach teaching boys and consider more of the strategies we have developed for teaching girls?

Pandering to stereotypical, gender-based interests as a gateway to meaningful learning experiences is ineffective, and its overuse is pushing boys away from understanding and widening the achievement gap with girls. To truly captivate and educate students, it is crucial to move beyond gendered interests and instead focus on what we know about human interests. By understanding and addressing the intrinsic motivations and psychological needs that drive all students, educators can create more effective and inclusive learning experiences.

Uncovering the Deeper Hooks: Beyond Appealing to “Boys”

The challenge of engaging boys and teens in developing literacy and communication skills is a persistent one. Too often our post-pandemic creative ideas in enhancing education engagement for boys relies on overused and outdated gender based ideas: gamification, competition, video game-addiction, violence, adventure, an engineering or a technology hook, under the assumption that these themes inherently captivate young male learners. However, these approaches can sometimes fall short, resulting in disengagement and unmet educational goals. A radical shift is necessary to create more meaningful and lasting engagement.

Beyond Just Initial Appeal

Too often in education we rarely advance our strategy beyond the initial engagement idea-

Stereotypical “boy interests” like video games, technology, and action-based content are often just superficial attractions for boys. Their true appeal lies in deeper human interests and psychological needs. In my experience teaching young boys, I have come to believe that boys interest are most readily attained by engaging their need for responsibility, independence and autonomy. Projects, work and opportunity to practice skills that allow students to create are easily the most engaging for boys, and for most students, aged 10-14.

Self-Determination Theory (SDT) posits that people are motivated by a need for autonomy, competence, and relatedness. Video games often fulfill these needs through various mechanisms. Engaging graphics in video games captivate the imagination and provide a sense of accomplishment. Video games are particularly effective at inducing flow states, providing players with a sense of immersion and satisfaction. Video games can serve as a form of escapism, allowing players to cope with stress and emotional difficulties by immersing themselves in virtual worlds. Violent video games can provide a sense of power and dominance, which can be appealing to players. The ability to overcome adversaries, conquer challenges, and exert control in a virtual world can fulfill a desire for power that may be lacking in real life.

“results from all studies showed that enjoyment, value, and desire for future play were robustly associated with the experience of autonomy and competence in gameplay. Violent content added little unique variance in accounting for these outcomes and was also largely unrelated to need satisfactions. The studies also showed that players high in trait aggression were more likely to prefer or value games with violent contents, even though violent contents did not reliably enhance their game enjoyment or immersion. ” Przybylski, A. K., Ryan, R. M., & Rigby, C. S. (2009). “The motivating role of violence in video games”. Personality and Social Psychology Bulletin, 35(2), 243-259.

Technology, with its ever-evolving landscape, symbolizes hope, wonder, and the promise of the future. To create meaningful educational experiences, we must tap into these underlying interests and provide alternate activities that satisfy these deeper hooks.

1. Independence and Creativity

Video games captivate the visual senses and stimulate creativity. The WOW factor that video games bring to the experience is somewhat universal and not at all limited to boys and not at all limited to violent stories or settings. This attraction can be harnessed in educational settings through activities like digital storytelling, graphic design, and challenging integrated art and engineering projects. These activities allow boys to access their imaginations and apply their practice in creating visual elements to express themselves and create their own immersive experiences.

In my youth during the 1980’s video games absolutely captured my attention. The simple interactions between the player and the TV, providing choices and a unique experience that allowed the player to improve over time, all of it felt so innovative and unexpected to me at the time. The only thing that held my interest and motiavted me more than playing video games was the idea that I could create my own video games and fill the screen with my own stories and ideas. I sought out a book on programming from a local library and set about programming my first game to the tape drive attached to an Atari Basic system. I would do anything to get a little extra time out of class and in front of the computer to work on my first game.

I believe the same types of inspiratio exist for all kids, regardless of gender and we can use these powerful tools of the careers of the future to excite boys without playing to or including the negative elements of video games.

Alternate activities that build on visual stimulation and creativity:
– Digital art and animation workshops.
– Interactive storytelling using multimedia tools like stop motion or slide shows.
– Creating graphic novels or comic strips.

2. Achievement and Mastery

Technology represents the wonder of innovation and the promise of the future. Boys are naturally curious about how things work and the potential of new inventions. Engaging them in STEM (Science, Technology, Engineering, and Mathematics) activities can capture this sense of wonder and channel it into productive learning experiences. The sense of achievement in video games comes from overcoming challenges and progressing through levels. This can be mirrored in educational settings by setting clear goals and providing opportunities for boys to achieve mastery through incremental challenges and recognition.

Alternate Activities that build on hope, innovation and problem solving:
– Theater set design
– Music and performance arts.
– Innovation challenges and hackathons.
– Maker education projects that encourage students to prototype ideas and products.

Alternate Activities that engage students in achievement and mastery:
– Structured learning programs with milestones and rewards.
– Personal projects that build skills over time.
– Public exhibitions or presentations of completed projects.

3. Social Connection and Collaboration

Multiplayer video games fulfill the need for social connection and teamwork. Similar social and collaborative experiences can be fostered through group projects, team-building activities, and peer learning opportunities.

Alternate Activities for connection and collaboration:
– Group research projects and collaborative learning.
– Team-building exercises and cooperative games.
– Peer mentoring and buddy systems.

Moving on from Overused Engagement Strategies and onto Creating New Experiences.

By understanding and addressing the deeper human interests behind the appeal of video games, technology, and action-based content, educators can design activities that genuinely engage boys and teens. Moreover, there is significant potential in developing a market for learning experiences that play on video game consoles and closely mimic the engagement of video games. Public performances and interactive presentations can contain the chemical stimulation of action experiences, making learning exciting and dynamic. Similarly, art-making can harness the hopeful exploration of science and technology, providing a deeper and more meaningful engagement than traditional educational technology products. These innovative approaches not only capture the excitement and wonder that attract young minds but also provide enriching experiences that promote literacy, communication skills, and overall personal development. Moving beyond superficial attractions to tap into these deeper hooks can transform educational practices and create a thriving market for new, engaging learning experiences that resonate with boys and teens.

Predictable and Manipulative Tactics

The over-reliance on stereotypical interests such as gamification and video games can often be perceived as manipulative. While these tools can initially attract attention, their predictability and superficial engagement often fail to sustain long-term interest. Boys and teens are increasingly aware of these tactics, which can erode trust and enthusiasm for learning. Themes like violence and adventure, although popular, offer only surface-level connections to boys’ deeper interests and needs. These themes may stimulate immediate engagement but lack the depth required for meaningful educational experiences. The result is often a fleeting interest that does not translate into sustained practice or skill development.

A New Approach: Authentic Engagement

Fostering intrinsic motivation is key to engaging boys and teens in literacy and communication skills. Instead of relying on external stimuli like video games, educators should focus on helping students find personal relevance and meaning in what they are learning. This can be achieved by connecting the curriculum to real-life experiences and future aspirations.

Encouraging curiosity and creativity can lead to deeper engagement. Projects that allow boys to explore their interests and express themselves creatively can be far more impactful than standard educational games. For example, storytelling projects, creative writing, and personal blogs can provide platforms for boys to explore and develop their communication skills.

Positive role models and mentorship can inspire boys to engage with literacy and communication in ways that resonate with their personal experiences and aspirations. Introducing boys to successful individuals who demonstrate the importance of these skills in various aspects of life—be it sports, business, or arts—can provide powerful motivation.

Innovative Educational Practices

There are three successful practices that have guided me in creating learning experiences throughout my career. Each of these strategies is in one way or another, based on providing students with  practice and gaining meaningful experience. These elements elevate learning by asking students to problem solving for real world issues by  synthesizing learning across domains in order to succeed.

1. Project-Based Learning

Project-based learning offers a hands-on approach that can captivate boys’ interests more effectively than traditional methods. By working on projects that require critical thinking, collaboration, and problem-solving, boys can see the practical applications of literacy and communication skills. Curating learning into projects also allows for personalization, enabling students to pursue topics that genuinely interest them.

2. Mindfulness and Emotional Intelligence

Integrating mindfulness and emotional intelligence into the curriculum can address the emotional and psychological needs of boys. These practices help students develop self-awareness, empathy, and emotional regulation, which are crucial for effective communication and personal development.

3. Real-World Applications and Audiences

Providing opportunities for boys to apply their skills in real-world contexts can enhance engagement. To often we promise students an experience and let them down with the reality of another insuficient model to image their way through. This could involve community service projects, internships, or collaborations with local businesses. Real-world applications make learning relevant and tangible, fostering a deeper commitment to skill development.

Creating a Supportive Learning Environment

Creating a learning environment where boys feel safe and valued is essential. This involves fostering a culture of respect, inclusivity, and encouragement. Boys are more likely to engage in learning when they feel their voices are heard and their contributions are valued.

Recognizing and accommodating the diverse interests and learning styles of boys is crucial. Personalized learning paths that cater to individual strengths and preferences can lead to higher engagement and better outcomes. This might involve differentiated instruction, varied assessment methods, and flexible learning schedules.

 

The traditional methods of engaging boys and teens in learning experiences need a radical overhaul. Moving beyond superficial and manipulative tactics to approaches that foster intrinsic motivation, curiosity, creativity, and real-world relevance is essential. By creating supportive, inclusive, and personalized learning environments, educators can inspire boys to develop the skills they need for personal and professional success. This new paradigm not only respects boys’ individual interests and experiences but also empowers them to become more engaged and enthusiastic learners.

Modernizing MCAET TV

Published: 19 September 2023
Written by jasonpittm@gmail.com
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Categories: Education, Leadership, Television, Website Design

As the STEAM (Science, Technology, Engineering, Arts, and Mathematics) Director for the Monterey County Office of Education, I had the unique opportunity to lead a multifaceted curriculum while also taking on the role of Art Director for the MCAET (Media Center for Art, Education, and Technology) TV station. Located in Salinas, CA, MCAET has been a unique and innovative educational resource, broadcasting over the air and via cable TV stations throughout Monterey County, CA.

Building the Team

When I assumed responsibility for the TV station, I faced significant challenges. The founding director had recently retired, and key engineering staff had also departed, leaving the station’s infrastructure in a complicated transition. Compounding the issue, wiring connections were mistakenly disassembled during a renovation, rendering the station unable to transmit its signal to cable stations or its over-the-air tower.

To address this, I spearheaded a local and national search for engineers and enlisted the expertise of a retired national network veteran engineer to restore functionality to the station. I was also able to recruit former staff, students and interns from MCEAT’s past who had history and experience with the station and would be able to help MCAET get back on track.

FCC Re-Banding

The Federal Communications Commission (FCC) initiated a sweeping endeavor known as spectrum repurposing around 2018 while I was serving at MCAET’s director. This strategic initiative aimed to optimize the utilization of the radio frequency spectrum by reallocating certain frequencies for alternative purposes.

The rationale behind spectrum repurposing stemmed from the burgeoning demand for wireless services, driven by the proliferation of mobile devices and the 5G technology. By reallocating spectrum from legacy uses to more efficient and high-demand applications, the FCC sought to foster innovation, enhance spectrum efficiency, and meet the evolving needs of consumers, businesses, and technology operated by various federal agencies.

The UHF (Ultra High Frequency) rebanding initiative aimed to consolidate television broadcasters like MCAET into a more compact frequency range, thereby creating additional spectrum for wireless broadband services and other critical communications needs. However, the process of spectrum repurposing posed logistical and financial challenges for affected stations and their stakeholders who needed to new equipment and operations to comply with the new frequency assignments. The FCC provided financial assistance to mitigate the costs associated with spectrum repurposing, particularly for smaller broadcasters and public service entities.

As a TV station operating under a county office of education, we faced many financial and logistical constraints. I collaborated with departments throughout MCOE as well as several outside FCC specialist law firms to navigate the regulatory landscape and ensure the station’s compliance while securing reimbursement for incurred expenses from the government.

Classes at MCAET

MCEAT is an innovative partnership between broadcasting and education and was once home to a magnet high school for students in Monterey County pursuing media arts, performing, and broadcast careers. I introduced a program offering college courses and in-studio experiences in partnership with local colleges and universities. Through these courses, students gained valuable hands-on experience in television production while earning college credits, bridging the gap between education and industry.

Bringing college courses to the MCAET studio was a significant milestone in our efforts to enhance educational opportunities. By partnering with local colleges and universities, we were able to offer students the chance to earn college credit while gaining hands-on experience in television production. These courses provided valuable real-world skills and insights, preparing students for future careers in the media industry. Students learning at MCAET have access to the facilities’ classrooms, audio recording booths two production suites for editing or live recording, an innovative sloped wall green screen studio, and a black box theather with audience seating for 75.

 

Designing a Streaming Service Website for MCAET

In addition to offering college courses, I also designed and launched a new website for MCAET that served as a streaming service for all of our programming. This website not only modernized MCAET’s platform but also provided students with relevant experience in navigating digital media platforms. With 24-hour internet streaming channels on Twitch and YouTube, we expanded our reach and accessibility, ensuring that our educational content could reach a wider audience.

By bringing MCAET up to date in broadcast technology, we also created more relevant learning for students in media arts courses throughout Monterey County. I developed lesson plans that allowed high school and college students served by MCOE to create 30-second Station ID promotional spots for MCAET. These hands-on projects empowered students to apply their knowledge and creativity to real-world scenarios, fostering a relevant understanding of modern media production concepts while promoting MCAET’s mission and services to the community. Through these initiatives, we aimed to inspire and equip the next generation of media professionals while enhancing MCAET’s impact and visibility in Monterey County.

 

 

I hope my tenure at MCAET was characterized by a commitment to overcoming operational challenges, forging strategic partnerships, and embracing emerging technologies. We transformed MCAET into a dynamic educational hub, empowering students and communities across Monterey County.

Rebooting RAFT

Published: 12 June 2023
Written by jasonpittm@gmail.com
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Categories: Education, Leadership, Website Design

When I stepped into the role of Director of Learning at RAFT, a nonprofit dedicated to providing educators with affordable, sustainable classroom materials, I was tasked with reigniting enthusiasm among both donors and teachers by showcasing the organization’s impact and potential. Leading this effort alongside me was Kipp Lanman—first as my executive coach and later as my mentor and RAFT’s CEO—whose visionary leadership and dedication to innovation played a pivotal role in shaping our direction. Our primary goal was to reaffirm RAFT’s core mission: providing high-quality, low-cost, upcycled materials to educators while simultaneously developing new, innovative products and services to meet the ever-changing needs of today’s learners.

I hope to document the evolution of RAFT and the visionary initiatives that have reshaped its trajectory. From the redesign of products and rejuvenation of the brand to fostering community involvement through immersive events and a renovation of its teacher store, RAFT experienced a significant evolution from 2015-2017. These endeavors expanded the horizons of my educational resourcefulness as well. As a result, my aspiration in writing this article is that educators and communities will discover within these words a source of inspiration to envision the future of learning.

Brand and Product Redesign

One of our first initiatives was to address the financial strain caused by the depletion of large material donations. We observed that when these donations ran out, RAFT resorted to purchasing items to sustain its product offerings, resulting in increased overhead costs and decreased interest from both customers and donors. To tackle this issue, my team and I created the makerspace-in-a-box kit, a flexible product that could be assembled using a variety of donated materials. This kit not only reduced expenses but also provided comprehensive lesson plans aligned with educational standards, offering teachers a valuable resource for hands-on learning experiences. Additionally RAFT needed to move its packaging away from plastics, as it packaged most kits in plastic bags. Certain donors were unwilling to sponsor kits unless the packaging was biodegradable, sustainable and responsible.

Students use a RAFT Makerspace-in-a-Box to create a map of California’s regions.

The introduction of the Makerspace-in-a-Box kit marked a pivotal moment for RAFT, not just in terms of product innovation, but also in redefining its brand identity and opening doors to new services.

As the demand for sustainable packaging grew among RAFT’s donors, it became imperative to revamp the packaging materials. Plastic bags, once used for kit packaging, were no longer acceptable to donors concerned about environmental impact. In response, the Makerspace-in-a-Box kit was packaged using recycled cardboard, setting a new standard for sustainability in RAFT’s product offerings.

However, the shift towards sustainability wasn’t limited to packaging alone. It catalyzed a broader rebranding effort, encompassing a logo redesign, website overhaul, and new product packaging. The original RAFT logo, harkening back to its math tessellations kit, no longer aligned with the organization’s evolving focus. It was intricate and overloaded with information, failing to convey a cohesive brand message. Worst of all, it became apparent that the design was being misinterpreted by customers, with some expressing concerns that it bore an unintended resemblance to controversial symbols. The new logo needed to be streamlined, modern, and instantly recognizable.

My redesign of RAFT’s logo 

Simultaneously, the website needed a transformation to enhance the online shopping experience and showcase RAFT’s expanded services. With a background in design and recognizing the need for a more modern and welcoming brand image, I took the initiative to redesign the website enhancing the user experience and ensuring the new branding was seamlessly integrated across all platforms. To support RAFT’s commitment to sustainability and adaptability, I also spearheaded the creation of raft.education, an online resource hub offering lesson plans that utilized RAFT’s upcycled materials. This new platform reduced reliance on specific material kits, allowing educators to access adaptable project ideas that aligned with STEAM standards and were sustainable in the long term. I trained RAFT’s education team to use a content management system resulting in a seamless pipeline of new content on our website from RAFT’s lesson design team.

Through these strategic changes, RAFT not only addressed donor concerns about sustainability but also redefined its visual identity and online presence. The makerspace in a box kit served as a catalyst for broader organizational evolution, signaling RAFT’s commitment to innovation and sustainability in education.

The Makerspace-in-a-Box’s alignment with educational standards and wide variety of comprehensive K-8 lesson plans made it an ideal choice for schools looking to incorporate hands-on learning experiences into their curriculum. Its modular design and adaptable nature allowed educators to tailor makerspace activities to meet the specific needs and interests of their students, fostering creativity, critical thinking, and collaboration.

Later when we began serving schools with direct resupply through our in school makerspace program, integrating the Makerspace-in-a-Box into school makerspace builds, we not only expanded its reach but also maximized its impact. Schools across the region embraced this innovative approach, transforming traditional learning spaces into hubs of innovation and exploration. The Campbell Union School District purchased a kit for every classroom teacher it employed. The Makerspace-in-a-Box became more than just a product; it became a catalyst for change, empowering educators to reimagine the possibilities of hands-on learning.

Jason Pittman leading a small group of parents, students, teachers and RAFT staff during an in-school build event.

Makerspace Build Days for Families and School Communities

Building on that possibility, we launched immersive school events aimed at engaging parents, teachers, students, and staff in the construction of outdoor classrooms. These events fostered strong bonds between RAFT and school communities, demonstrating our commitment to collaborative learning experiences.

My experience as a teacher with school-wide garden building events played a pivotal role in shaping these initiatives. Drawing from the Saturday garden building events that I helped lead in DC area schools, I understood the transformative power of community engagement. These events not only brought together students, teachers, and parents but also instilled a sense of ownership and pride in the school environment. It was this spirit of collaboration and hands-on learning that we sought to replicate in our outdoor classroom events.

To share our vision and recuit stakeholders, we first created prototype spaces to showcase the potential of mobile in-school makerspaces. Partnering with Synapse School, we embarked on a transformative journey to design and build a state-of-the-art makerspace that would serve as a model for future educational environments. With a generous recommendation from Larry Page, cofounder of Google, to Synapse’s principal, we began to discuss vision and philosophy of learning and found that we had exciting overlap. Within one month, we transformed a vision into reality, creating a dynamic hub of creativity and innovation for the Synapse community that grew to become a central part of the Synapse school curriculum.

The prototype makerspace at Synapse School in Menlo Park.

The Synapse makerspace project was a collaborative effort, not just between RAFT and Synapse, but also drawing upon the expertise of Project Ember, a trusted partner with a proven track record in designing hands-on learning experiences. Project Ember’s cofounder Joshua Rothhaas helped me prototype and demonstrate the first major project of the Khan Lab School, a full sized go kart race track on Google’s campus built by students. I knew Josh shared this vision and would be a great fit with the Synapse philosophy. Together, we created a space that not only inspired students but also provided teachers with valuable insights into best practices and strategies in hands-on education.

A completed makerspace build at the end of a Saturday event in CUSD

Kipp Lanman, RAFT’s CEO and a former intel executive, played a pivotal role in expanding the makerspace program, leveraging his expertise and network to garner support from key stakeholders. His strategic guidance and unwavering commitment were instrumental in securing funding and resources to scale up the program, enabling RAFT to reach hundreds of schools across the region.

Kipp’s next challenge was to help the program grow ten times larger. After creating the first six in school makerspaces and organizing those in school events, RAFT could demonstrate both the value to school communities and had excited donors with a new opportunity to support schools directly. RAFT had existing relationships with several school districts as well as several county offices in the region, so I began reaching out to explore the interests and needs of those partners to find potential good fits for our program. Public school entities were very excited by the low cost and high engagement offered to students and well as the year round support, training and material resupply that was included at one flat cost with our service.

Within a few months we bagen planning a year of builds and support for the majority of schools in the Berressa and Ravenswood school districts as well as the entire Orchard and Campbell Union School District. Within a year we were training the leadership at the Sacramento County Office of Education to run the entire program themselves offering our suppliers and contractors direct relationships with Sacramento in order to see the philosophy within the project expand without limitation throughout the region.

Remodeling the Store

The hand-built remodel of RAFT’s flagship store in San Jose stands as a testament to the power of vision, collaboration, and craftsmanship. Spearheaded by Kipp Lanman and myself, this ambitious project aimed to redefine the shopping experience for educators while showcasing RAFT’s commitment to innovation and excellence.


Kipp’s expertise as both a leader and a skilled woodworker played a pivotal role in bringing our vision to life. Together, we embarked on a journey to reimagine every aspect of the store, from layout and design to functionality and aesthetics. Our goal was to create an immersive environment that would inspire and empower educators while showcasing RAFT’s extensive range of products and services.

To optimize the shopping experience, we analyzed and addressed pain points in the retail environment, leveraging modern technologies and innovative design solutions. Small-scale prototypes and mock-ups allowed us to fine-tune our ideas and gain consensus throught the company before implementing them on a larger scale. We incorporated large round shelving units with laser-cut “living hinge” patterns, providing ample space for product display and organization. Strategic placement of banners and signage guided customers to subject-specific products, ensuring a seamless shopping experience tailored to educators’ needs.

The highlight of the remodel was the creation of massive eight and ten-foot structures that transformed the store into a captivating and dynamic space. Crafted with care and attention to detail, these structures evoked a sense of grandeur and excitement, setting the stage for an unforgettable shopping experience. Video screens came to life with product demos and student learning experiences, adding a multimedia dimension to the store’s ambiance.

As customers entered the remodeled store, they were greeted by an atmosphere reminiscent of a grand circus tent, teeming with energy and possibility. The remodel not only revitalized the physical space but also reinvigorated RAFT’s mission to empower educators and inspire learning. It was a testament to the transformative power of collaboration, creativity, and dedication to excellence.

An Inspiring Legacy

I can not write about the work at RAFT without writing about Kip Lanman and the work he did to inspire and make it all possible. Despite Kipp’s untimely passing, his legacy continues to inspire us to push the boundaries of innovation and collaboration. As we look to the future, we remain dedicated to realizing Kipp’s vision of transforming education and making a lasting impact on the lives of teachers and students.

Reflecting on the remarkable transformation of RAFT and its profound impact on education, I am deeply grateful for the invaluable mentorship and friendship of Kipp Lanman. Kipp’s visionary leadership and unwavering commitment propelled RAFT to new heights, leaving his mark on the landscape of educational innovation.

At the core of our collaboration was Kipp’s steadfast belief in the potential of hands on experiences to open doors to passion for learning. Our commitment to using up-cycled materials to revolutionize learning environments and alleviate educational costs, gave me a deep sense of pride and satisfaction in our work. Together, we not only developed groundbreaking products and services but also cultivated a sense of community and empowerment among educators and students alike.

Looking ahead, Kipp’s legacy serves as a beacon of inspiration for educators, donors, and community members. By embracing the principles of sustainability, creativity, and collaboration, we unlock endless possibilities for enriching learning experiences and strengthening the bonds between schools and their communities.

I hope to continue to honor Kipp’s enduring legacy by continuing to push the boundaries of innovation and excellence in education. Together, we can forge a path towards a brighter future where every learner has the opportunity to thrive and succeed.