  Generative AI technologies demand new practical and critical competencies,
which call on design to respond to and foster these. We present an exploratory
study guided by Research-through-Design, in which we partnered with a primary
school to develop a constructionist curriculum centered on students interacting
with a generative AI technology. We provide a detailed account of the design of
and outputs from the curriculum and learning materials, finding centrally that
the reflexive and prolonged `hands-on' approach led to a co-development of
students' practical and critical competencies. From the study, we contribute
guidance for designing constructionist approaches to generative AI technology
education; further arguing to do so with `critical responsivity.' We then
discuss how HCI researchers may leverage constructionist strategies in
designing interactions with generative AI technologies; and suggest that
Research-through-Design can play an important role as a `rapid response
methodology' capable of reacting to fast-evolving, disruptive technologies such
as generative AI.
