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Rigamajig was developed in 2011 by Cas Holman for Friends of the High Line in collaboration with early learning educators, woodworkers and children. It was launched in New York City’s High Line Park as the High Line Children’s Workyard Kit and reflects the park’s industrial history, simple, honest materiality, and the organization’s dedication to creating meaningful play opportunities for children and families. Since its debut, the Rigamajig has made a home in hundreds of schools, playgrounds, children’s museums, and backyards. The award winning design is evolving and expanding as we learn from our pilot schools and playful friends.

Cas Holman continues to design and advocate for play, imaginative making, and art education.  Her ongoing relationships with visionary schools, teachers, and children’s museums give her opportunities to observe and learn from experts in childhood and play.  With them she has designed playgrounds, indoor play spaces and learning materials that let children and play guide the learning.  She works closely with a team of educational thought-leaders to bring the play-centered pedagogy of Anji Play China to the rest of the world. She is an Associate Professor of Industrial Design at the Rhode Island School of Design (RISD), and is constantly discovering connections between design education, early childhood, and play.

EMAIL US AT HI@RIGAMAJIG.COM OR FOLLOW THE LINK BELOW


 
 

KaBOOM is the national non-profit dedicated to giving all kids-particularly those growing up in poverty in America- the childhood they deserve, filled with balance and active play, so they can thrive. KaBOOM! and Cas Holman are working together to bring Rigamajig to classrooms, playgrounds and public parks near you.


Rigamajig in the world

We have been delighted with the addition of the Rigamajig materials in our classroom. Our class at Bing Nursery School is play-based, where 3 and 4 year old children choose from a variety of curriculum offerings. We particularly focus on offering materials that can be used by children with varying skill levels. Their play was incredibly imaginative and their pieces became sculptures, machines, and additions to drama play.”
— Peckie Peters, Bing Nursery School, Standford University, CA
Children do not separate imaginative play from cognitive thinking. Rigamajig gives children the opportunity to learn through self-directed, hands-on experience. Children develop social, physical, and cognitive skills through playing with Rigamajig. I love that Rigamajig allows me to take part as an active observer. Children plan, create, and reflect on their use of the kit without guidance – they are the masters of their own creativity.”
— Kelsey McCann, Explore & More Children’s Museum, NY
I have weekly engineering challenges. Rigamajig has added a completely new dimension to them. During literacy time, the students use Rigamajig to build scenes from a story or construct ways to solve problems. At the writing station, students then write about their creations and how they solved the problems. IN math, the students have used them for anything from practicing tally marks, powers f 10, and making patterns and shapes to composing, decomposing, and ordering numbers. I feel confident Rigamajig could be used to reinforce any skill in the classroom! Not only does it help us with engineering, but it also reinforces inquire-based learning. The possibilities are truly endless!”
— Byron Gilliland, Jefferson STEM Elementary School, MN
Students of all ages, even adults, enjoy creating with Rigamajig. It is a perfect tool for libraries and makerspaces which allows for big creations fairly quickly.”
— Todd Burleson, IDEA Library Lab/Makerpsace, IL