Edward Peter Clapp
Lecturer on Education
Project Director, Project Zero
Edward P. Clapp is a principal investigator at Project Zero interested in exploring creativity and innovation, design and maker-centered learning, contemporary approaches to arts teaching and learning, and diversity, equity, and inclusion in education. Clapp and his colleagues explore these issues with their teacher partners through a variety of different collaborative inquiries: Creating Communities of Innovation (Dubai, United Arab Emirates); Creando Communidades de Indigación (Lima, Peru); Agency by Design: Early Childhood in the Making (Hong Kong), and; Agency by Design: Making Across the Curriculum (Washington, DC). In addition to his work as a researcher, Clapp is also a lecturer on education at the Harvard Graduate School of Education. His most recent books include Participatory Creativity: Introducing Access and Equity to the Creative Classroom (Routledge, 2016) and Maker-Centered Learning: Empowering Young People to Shape their Worlds (with Jessica Ross, Jennifer Oxman Ryan, and Shari Tishman, Jossey-Bass, 2016).
Out of Eden Learn: Deepening the Impact (2018-2019)
National Geographic Society
This project builds on, expands, and deepens Out of Eden Learn (OOEL), which is an online learning community that brings students from diverse backgrounds together online for meaningful learning experiences. OOEL is an educational companion to National Geographic Fellow Paul Salopeks Out of Eden Walk. Our broad mission is to support young people to develop essential literacies and dispositions for participating in a globally interconnected world. Our curricula and online platform emphasizes core themes from Pauls walk including slow looking and listening, storytelling, and connection-making. To date, OOEL has involved 20,000 students in 60 countries. Proposed initiatives include: 1) Development, pilot testing, and implementation of a new curriculum that encourages students to explore the complex interactions between human-caused environmental change and human health; 2) Development, pilot testing, and implementation of a set of online dialogue tools to encourage OOEL students to respectfully exchange different perspectives on the topic of human migration; 3) Deepening our research program to assess OOEL learning outcomes, improve our program, and contribute to new knowledge in education about intercultural understanding, slow looking, promising approaches to teaching human migration and planetary health, and online learning dynamics. Outputs will include new curricula, multi-media (photo and video) documentation of results, and writings for scholarly and educator outlets.
Agency by Design: Making Across the Curriculum (2018-2018)
The Edward E. Ford Foundation
Working in collaboration with the Washington International School (WIS) in Washington, D.C., Agency by Design: Making Across the Curriculum is a one year pilot study designed to explore two inter-related strands of inquiry: How can the practices of maker-centered learning be applied across content areas and grade levels? and How can the practices of maker-centered learning be applied to better reach and engage young peopleespecially young people of color and those who come from less privileged backgroundswho struggle to excel within traditional educational structures? The project will be structured around a professional learning community model that will entail work with educators from WIS and from the Washington, DC, Public Schools. The combined learning community will meet on a monthly basis to pilot test instructional tools, collaboratively look at student work, collectively build knowledge, and provide inspiration and support. Project outcomes are expected to include a draft suite of pedagogical strategies for applying maker-centered learning across the curriculum and a draft suite of pedagogical strategies for reaching and engaging young people who are often overlooked by traditional educational structures.
Clapp, E. P. (2013). Balancing the multiple purposes of the arts in education: A portrait of harmony at the Boston Childrens Chorus. Unpublished qualifying paper. Harvard Graduate School of Education, Cambridge, MA.,(2013)
Clapp, E. P. & Edwards, L. A. (Eds.). (2013) Expanding our vision for the arts in education. Harvard Educational Review (special issue), 83(1).,(2013)
Clapp, E. P. (2013). Developing a participatory approach to fostering creativity through education. The Creativity Post. Retrieved from www.thecreativitypost.com,(2013)
Clapp, E. P. (2012). Is achieving a tesseract-ive state of lingual/cultural savoir être something for the privileged? In B. della Chiesa, J. Scott, & C. Hinton (Eds.), Languages in a global world: Learning for a better cultural understanding (pp. 460-461). Paris, France: Organization for Economic Cooperation and Development (OECD).,(2012)
Clapp, E. P. (2011, October). Omni-directional mentorship: Redefining mentorship as a reciprocal process of teaching and learning. Paper presented at the 2011 Mentorship Conference, Albuquerque, NM.,(2011)
Clapp, E. P. (2010). Omni-directional mentorship: Exploring a new approach to inter-generational knowledge-sharing in arts practice and administration. In D. Schott (Ed.), A closer look 2010: Leading creatively (pp. 6679). San Francisco, CA: National Alliance for Media Arts and Culture.,(2010)
Clapp, E. P. (2010, May) Envisioning the future of arts education: Challenging core assumptions, addressing adaptive challenges, and fostering the next generation of arts education leaders. Paper presented at UNESCOs Second World Conference on Arts Education, Seoul, Korea.,(2010)
Clapp, E. P. (Ed.). (2010). 20UNDER40: Re-inventing the arts and arts education for the 21st century. Bloomington, IN: AuthorHouse.,(2010)
Clapp, E. P. (2010). Mistaking inclusion for exclusion: Fighting bias with bias. The Arts Politic, 1(2). Retrieved from www.theartspolitic.com,(2010)