Implementing interdisciplinary curriculum is uniquely able to prepare students for the true challenges they face later in life as part of the American workforce. By encouraging students to work between disciplines, sharing ideas across classrooms, and open their minds to new educational opportunities, they acquire some of the most in demand skills of today's day and age, like communication, creativity, leadership, and citizenship.
Today's educational system binds children to clearly defined subjects and allows for little exploration, that which helps to establish a passion for learning. All the while, only the most affluent students benefit from arts training in the form of expensive private music lessons or arts training. Incorporating arts training into base curriculum enables students from all socioeconomic backgrounds to develop the same advantages in schools, and provides underprivileged students greater opportunity for success in the future. At risk youths subjected to interdisciplinary curriculum demonstrated significant increase in participation in school sports and government, volunteering, and academic performance all associated with the arts training they were provided with.
Sunday, November 24, 2019
W10P1: Interdisciplinary Students
Minneapolis public schools partnered math with the arts to
improve achievement. Ingram and Riedel (2003) reported findings for “Arts for Academic
Achievement (AAA)”, an organization dedicated to showing the power of arts on standard
core subjects (p. 1). Including 45 schools, grades three through five, and lasting almost four
years, the AAA produced considerable gains. Most notably, the authors reported the biggest
strides were those garnered by disadvantaged children.
This program impacted all students regardless of socioeconomic status, community, parental involvement, or previous education; no student suffered from an arts integrated curriculum (Ingram and Riedel).
However, current paradigms call for the arts in modern classrooms (Eisner, 2004). In order to pay tribute one may reference the skilled by calling them an artist at their craft. Education can learn from what art teaches individuals. The result of aesthetic experiences may be transferrable to all disciplines. Eisner identifies six major advantages of artistic rationalization. Trust in one’s self to make intuitive judgments, visualization, understanding and expressing in an alternative construct, resourcefulness, satisfaction in engagement, and bridging concepts are important principles education can learn from the arts (Eisner)
Despite logistical and systemic concerns, holistic education has been a persuasive factor in the debate for effectiveness in arts integration (Gullat, 2008). Sousa and Pilecki decree the purpose of STEAM academies is better preparation of students for life after school (2013). As teachers become more competent in crossing curriculums, they will be more involved with strategies such as project-based learning and inquiry driven instruction to implement arts during other content (Kilinc, 2010). Arts-based education has the potential to expose teachers to more innovative instructional activities. Project-based and twenty-first century learning allow students to remain product-focused, creating solutions to challenging problems that require students to design, analyze, create, and present findings while reflecting on their own self-discovery (Kilinc, 2010).
Multidisciplinary inclusion is a staple of current educational reform (Meagher, 2006). Advocates for cross-curriculum instruction argue that teacher morale and student achievement can be improved by planning across disciplines. However, many teachers misunderstand the true benefits and practices involved (Meagher, 2006).
Teachers are often secluded from one another, physically and departmentally, making it more difficult to coordinate high functioning interdisciplinary lessons (Combs & White, 2000). Educational leaders are beginning to realize the importance of an integrative curriculum by restructuring school systems to accommodate teacher collaboration and planning, shifting the “emphasis from helping individual teachers improve instruction to helping teams of teachers ensure that students achieve the intended outcomes” (DuFour, 2002, p. 13).
The work conducted by Catteral et al. (2012) found at-risk youth participating in integrated and/or extracurricular arts programs outperformed their counterparts in mathematics. These students were five times more likely to participate in other school activities, such as athletics or journalism, and arts involved students were eager to engage in civic responsibilities. For example, students took “an interest in current affairs, as evidenced by comparatively high levels of volunteering, voting, and engagement with local or school politics” (p. 18).
More impressing, arts involvement enables at risk students to outperform students of a high socioeconomic status (SES) (Catteral et al., 2012).
In processing the work, engineers displayed a backwards design approach, labeled “teleological” (Fantauzzacoffin et al., 2012, p. 2). Artists approached scholarly tasks with an open-ended path, guided by experiment and impulse called “stochastic” (p. 2). Engineers worked with the end in mind, charted a stable route to completion, and relied on predictable outcomes. Artists tended to indulge a creative process, yielding emergent results, and remained adaptable in uncertainty (Fantazzacoffin).
Van der Veen’s (2012) study was driven by ambition to “promoting at least a more equitable gender balance in the physics community in future generations” (p. 359). The task was finding a medium that could improve instruction and bridge gender gaps. Van der Veen (2012) decided to integrate “Maxine Greene’s Aesthetic Education” to “humanize the teaching and learning of physics” (p. 359). The author aimed to instill imagination and innovation into abstract topics of study while not forgoing heightened academic computations.
Van der Veen noted several advantages to merging arts and science. First, “incorporating arts-based learning strategies of Aesthetic Education can help reduce barriers presented by language” (p. 363). The author clarifies that physics and the formal language involved can become a social barrier to minority groups of certain cultures. Science is a language that can remain unilaterally interpreted, but introducing art for reflection and response can aid in translating cultural barriers. Therefore, “the language of the arts can provide a means of helping students visualize the relationships in the physical world that are described by mathematics” (p. 364).
Resources, space, and expertise are universally shared amongst the students. It was found that through “creating an environment in which students must work with colleagues who come from other, very different disciplines, the students are forced to make design compromises that consider factors beyond their own area of expertise” (p. 3E-5). These tough conversations lend to unconventional solutions that otherwise may not have been reached. The objective is for engineering students to ensnare the creative spirit and vision of artists. For artists, they look to gain an in depth knowledge of more technical aspects of academia. Together they will learn to discuss and share their expertise with a layperson, demonstrating an acute understanding of subject matter.
This program impacted all students regardless of socioeconomic status, community, parental involvement, or previous education; no student suffered from an arts integrated curriculum (Ingram and Riedel).
However, current paradigms call for the arts in modern classrooms (Eisner, 2004). In order to pay tribute one may reference the skilled by calling them an artist at their craft. Education can learn from what art teaches individuals. The result of aesthetic experiences may be transferrable to all disciplines. Eisner identifies six major advantages of artistic rationalization. Trust in one’s self to make intuitive judgments, visualization, understanding and expressing in an alternative construct, resourcefulness, satisfaction in engagement, and bridging concepts are important principles education can learn from the arts (Eisner)
Despite logistical and systemic concerns, holistic education has been a persuasive factor in the debate for effectiveness in arts integration (Gullat, 2008). Sousa and Pilecki decree the purpose of STEAM academies is better preparation of students for life after school (2013). As teachers become more competent in crossing curriculums, they will be more involved with strategies such as project-based learning and inquiry driven instruction to implement arts during other content (Kilinc, 2010). Arts-based education has the potential to expose teachers to more innovative instructional activities. Project-based and twenty-first century learning allow students to remain product-focused, creating solutions to challenging problems that require students to design, analyze, create, and present findings while reflecting on their own self-discovery (Kilinc, 2010).
Multidisciplinary inclusion is a staple of current educational reform (Meagher, 2006). Advocates for cross-curriculum instruction argue that teacher morale and student achievement can be improved by planning across disciplines. However, many teachers misunderstand the true benefits and practices involved (Meagher, 2006).
Teachers are often secluded from one another, physically and departmentally, making it more difficult to coordinate high functioning interdisciplinary lessons (Combs & White, 2000). Educational leaders are beginning to realize the importance of an integrative curriculum by restructuring school systems to accommodate teacher collaboration and planning, shifting the “emphasis from helping individual teachers improve instruction to helping teams of teachers ensure that students achieve the intended outcomes” (DuFour, 2002, p. 13).
The work conducted by Catteral et al. (2012) found at-risk youth participating in integrated and/or extracurricular arts programs outperformed their counterparts in mathematics. These students were five times more likely to participate in other school activities, such as athletics or journalism, and arts involved students were eager to engage in civic responsibilities. For example, students took “an interest in current affairs, as evidenced by comparatively high levels of volunteering, voting, and engagement with local or school politics” (p. 18).
More impressing, arts involvement enables at risk students to outperform students of a high socioeconomic status (SES) (Catteral et al., 2012).
In processing the work, engineers displayed a backwards design approach, labeled “teleological” (Fantauzzacoffin et al., 2012, p. 2). Artists approached scholarly tasks with an open-ended path, guided by experiment and impulse called “stochastic” (p. 2). Engineers worked with the end in mind, charted a stable route to completion, and relied on predictable outcomes. Artists tended to indulge a creative process, yielding emergent results, and remained adaptable in uncertainty (Fantazzacoffin).
Van der Veen’s (2012) study was driven by ambition to “promoting at least a more equitable gender balance in the physics community in future generations” (p. 359). The task was finding a medium that could improve instruction and bridge gender gaps. Van der Veen (2012) decided to integrate “Maxine Greene’s Aesthetic Education” to “humanize the teaching and learning of physics” (p. 359). The author aimed to instill imagination and innovation into abstract topics of study while not forgoing heightened academic computations.
Van der Veen noted several advantages to merging arts and science. First, “incorporating arts-based learning strategies of Aesthetic Education can help reduce barriers presented by language” (p. 363). The author clarifies that physics and the formal language involved can become a social barrier to minority groups of certain cultures. Science is a language that can remain unilaterally interpreted, but introducing art for reflection and response can aid in translating cultural barriers. Therefore, “the language of the arts can provide a means of helping students visualize the relationships in the physical world that are described by mathematics” (p. 364).
Resources, space, and expertise are universally shared amongst the students. It was found that through “creating an environment in which students must work with colleagues who come from other, very different disciplines, the students are forced to make design compromises that consider factors beyond their own area of expertise” (p. 3E-5). These tough conversations lend to unconventional solutions that otherwise may not have been reached. The objective is for engineering students to ensnare the creative spirit and vision of artists. For artists, they look to gain an in depth knowledge of more technical aspects of academia. Together they will learn to discuss and share their expertise with a layperson, demonstrating an acute understanding of subject matter.
Wednesday, November 20, 2019
W9P3: Impacts of Interdisciplinary Curriculum
I love the article I am reading with all of my being. It is full of genuine research (no phenomenological studies here!) and has provided me with the psychological data I have been asking for since the beginning of this semester. I also think that this paper's focus on interdisciplinary curriculum as it relates to creativity and polymathy has encouraged me to push my presentation more in the direction of education (Ms. Dunley will be happy to hear).
As I finish this article in the next 1-2 week I hope it will tie up some loose ends by specifying action steps that schools and teachers can take to implement interdisciplinary curriculum. It would also be nice to have some documentation of long term effects of STEAM.
As I finish this article in the next 1-2 week I hope it will tie up some loose ends by specifying action steps that schools and teachers can take to implement interdisciplinary curriculum. It would also be nice to have some documentation of long term effects of STEAM.
W9P2: Impacts of Interdisciplinary Curriculum
There are conclusive psychological benefits to the implementation of arts into STEM curriculum. One such benefit is the ability of the arts to establish freedom and creativity within traditional learning. This freedom has been shown to contribute to students deriving more joy from their studies, and developing a lifelong love of learning. By mingling arts and sciences together, educators can create more polymaths who have established a passion for learning through the incorporation of the arts into their schoolwork.
There are also several quantitatively proven associations between students focusing more on artistic endeavors and the acquisition of various academic skills. Arts training is correlated with advanced capabilities to learn quickly in other domains. Fine arts education also increases students' personal motivation, memory, cognitive manipulation, and computational abilities. Additionally, musical training can significantly increase geometric reasoning and spatial understanding among students.
Tuesday, November 19, 2019
W9P1: Impacts of Interdisciplinary Curriculum
https://search.proquest.com/openview/d4dadbab54198740e20fd2bf013ed5d4/1?pq-origsite=gscholar&cbl=18750&diss=y p.14
In the long run, America’s true competitive edge is not its technical prowess but its creativity, its imagination, its inventiveness, its people’s capacity to devise new solutions, to innovate, to invest new organizational as well as technological forms, and to eke productivity gains out of what others see as static situations. (Finn & Ravitch, p. 7, 2007)
In what Gardner identified as “profile of intelligences,” individuals apply one or several combinations of intelligences to complete tasks, conceptualize or problem solve, and explore understanding across domains (Gardner, 2011). Concepts embedded in arts integration and creativity are referenced as a method for students to explore deeper understanding by accessing various intelligences (Russel-Bowie, 2009)
Regarding education, Sternberg (1999; 2003) argues equilibrium must exist between students’ “analytical,” “creative,” and “practical abilities.”
Wooten (2008) believes that involvement with or implementation of the arts can provide joy, excitement, and happiness in learning. Development of a love for learning can have a profound effect on a student’s education (2008)
In 2008, the Dana Arts and Cognition Consortium reported findings from neuroscientific research inquiring into the “possible causal relationships between arts training and the ability of the brain to learn in other cognitive domains” (Gazziniga, 2008, p. v). The Consortium published empirical data, based on research conducted by several U.S. universities, that links arts to motivational factors, cognitive manipulation, computational abilities, sequential learning, memory, and personal attitudes (Asbury & Rich, 2008).
Several consistencies were established between arts and learning including increased pupil self-efficacy and attitudes. Betts (2006) concluded that arts led to student confidence increasing the likelihood of those students to take educational risks.
Characteristics such as self-motivation are especially important when looking at the concerns of modern economist relating to global competition (Friedman & Mandelbaum, 2011). As Friedman and Mandelbaum (2011) conclude, lifelong learning is paramount when technologies are constantly updating. Tomorrow’s workers must eagerly crave knowledge in an effort to not be outmoded (2013). Research on the effect of crosscurriculum strategies and arts on student learning can better prepare a classroom of lifelong learners by increasing their organizational management, technological use, and ability to make the globalized connections needed to better understand a rapidly approaching modern age (Meagher, 2006).
Specifically, natural curiosities prevail with arts. As a result of curiosity, interest is more likely to develop and concludes with higher student motivation. An increase in motivation will improve student attention and eventual cognition of tasks.
Interestingly, when the researchers simulated focused attention produced by the arts, the portion of the brain associated with conflict resolution became increasingly active (Posner et al.). Interpersonal skills and communicating with others is often a desired byproduct of working with the arts and has been identified as a twenty-first century skill for student success (Wilson & Conyers, 2013).
a significant correlation between spatial understanding and geometric reasoning in students with music training was exhibited. The author clarifies, “our experiments provide evidence for an association between music and geometry only when training in music is intensive and prolonged” (p. 47). Furthermore, the study suggests that various art forms may have specific influences over different mathematical computations. For example, students with a strong visual arts background outperformed musicians on the geometry portions but underperformed on problems requiring more precise calculations (Spelke).
through page 31
In the long run, America’s true competitive edge is not its technical prowess but its creativity, its imagination, its inventiveness, its people’s capacity to devise new solutions, to innovate, to invest new organizational as well as technological forms, and to eke productivity gains out of what others see as static situations. (Finn & Ravitch, p. 7, 2007)
In what Gardner identified as “profile of intelligences,” individuals apply one or several combinations of intelligences to complete tasks, conceptualize or problem solve, and explore understanding across domains (Gardner, 2011). Concepts embedded in arts integration and creativity are referenced as a method for students to explore deeper understanding by accessing various intelligences (Russel-Bowie, 2009)
Regarding education, Sternberg (1999; 2003) argues equilibrium must exist between students’ “analytical,” “creative,” and “practical abilities.”
Wooten (2008) believes that involvement with or implementation of the arts can provide joy, excitement, and happiness in learning. Development of a love for learning can have a profound effect on a student’s education (2008)
In 2008, the Dana Arts and Cognition Consortium reported findings from neuroscientific research inquiring into the “possible causal relationships between arts training and the ability of the brain to learn in other cognitive domains” (Gazziniga, 2008, p. v). The Consortium published empirical data, based on research conducted by several U.S. universities, that links arts to motivational factors, cognitive manipulation, computational abilities, sequential learning, memory, and personal attitudes (Asbury & Rich, 2008).
Several consistencies were established between arts and learning including increased pupil self-efficacy and attitudes. Betts (2006) concluded that arts led to student confidence increasing the likelihood of those students to take educational risks.
Characteristics such as self-motivation are especially important when looking at the concerns of modern economist relating to global competition (Friedman & Mandelbaum, 2011). As Friedman and Mandelbaum (2011) conclude, lifelong learning is paramount when technologies are constantly updating. Tomorrow’s workers must eagerly crave knowledge in an effort to not be outmoded (2013). Research on the effect of crosscurriculum strategies and arts on student learning can better prepare a classroom of lifelong learners by increasing their organizational management, technological use, and ability to make the globalized connections needed to better understand a rapidly approaching modern age (Meagher, 2006).
Specifically, natural curiosities prevail with arts. As a result of curiosity, interest is more likely to develop and concludes with higher student motivation. An increase in motivation will improve student attention and eventual cognition of tasks.
Interestingly, when the researchers simulated focused attention produced by the arts, the portion of the brain associated with conflict resolution became increasingly active (Posner et al.). Interpersonal skills and communicating with others is often a desired byproduct of working with the arts and has been identified as a twenty-first century skill for student success (Wilson & Conyers, 2013).
a significant correlation between spatial understanding and geometric reasoning in students with music training was exhibited. The author clarifies, “our experiments provide evidence for an association between music and geometry only when training in music is intensive and prolonged” (p. 47). Furthermore, the study suggests that various art forms may have specific influences over different mathematical computations. For example, students with a strong visual arts background outperformed musicians on the geometry portions but underperformed on problems requiring more precise calculations (Spelke).
through page 31
Sunday, November 10, 2019
W8P3: Interdisciplinary Curriculum
This week was nice. I found another well written article that I am a huge fan of with tons of relevant information regarding integrating the arts into STEM fields. More so I am a fan of the fact that this article references several concrete studies based on scientific evidence as opposed to generalized conclusions. At this point there are a couple of directions I could take my final presentation in and I hope to decide over the next few directions on a thesis. Nevertheless I am confident that I have more than enough information regardless of where my research goes.
Next week I will continue to read through this article about STEAM curriculum and I hope that it will go into greater detail regarding the benefits observed when children are subjected to STEAM curriculum. I am quite sure it will considering I only managed to get through the introduction (as I said there is A LOT of info in this one)
Next week I will continue to read through this article about STEAM curriculum and I hope that it will go into greater detail regarding the benefits observed when children are subjected to STEAM curriculum. I am quite sure it will considering I only managed to get through the introduction (as I said there is A LOT of info in this one)
W8P2: Interdisciplinary Curriculum
Empirically, the United States' approach to education has been to specialize its STEM students using almost exclusively STEM focused curriculum in hopes of propelling the country's scientific prowess. However, compared to other nations that utilize more interdisciplinary curriculum, the US has begun to lag behind.
STEAM is a new movement designed to incorporate the arts into students' academics. This contemporary approach to learning is based on the idea that today's students need both natural and creative intelligence in order to be competitive in STEM as it exists in current times. Additionally, there is a belief that integrating STEAM into US curriculum would first, provide a creative outlet for STEM students, second, help to recruit more creatively oriented students into engaging with STEM fields, and third, help students to derive joy from their learning.
The dynamics of juxtaposing artistic, abstract learning with scientific, logical learning makes students more open to developing innovative and diverse solutions to today's most complex issues. By changing US curriculum to give more attention to the arts and how they interact with other areas of knowledge, the United States would significantly increase its capability to serve as the global leader for scientific progress.
STEAM is a new movement designed to incorporate the arts into students' academics. This contemporary approach to learning is based on the idea that today's students need both natural and creative intelligence in order to be competitive in STEM as it exists in current times. Additionally, there is a belief that integrating STEAM into US curriculum would first, provide a creative outlet for STEM students, second, help to recruit more creatively oriented students into engaging with STEM fields, and third, help students to derive joy from their learning.
The dynamics of juxtaposing artistic, abstract learning with scientific, logical learning makes students more open to developing innovative and diverse solutions to today's most complex issues. By changing US curriculum to give more attention to the arts and how they interact with other areas of knowledge, the United States would significantly increase its capability to serve as the global leader for scientific progress.
W8P1: Interdisciplinary Curriculum
https://media.proquest.com/media/pq/classic/doc/3646206431/fmt/ai/rep/NPDF?_s=5X7LeQr%2BgXBdLq75plLfnymOnyo%3D
https://search.proquest.com/openview/d4dadbab54198740e20fd2bf013ed5d4/1?pq-origsite=gscholar&cbl=18750&diss=y
A major premise driving arts reform and STEAM lies in the hope that creativity may deepen understanding of other subjects (Jones, 2010). Many critics of art-based reforms argue the superfluous nature of aesthetics in the classroom (Annis, 2013). It has long been accepted that arts are something extra, a task to explore after core subjects have been reviewed. Sciences and arts have long been isolated from one another
As it stands, traditional STEM education prepares students for highly technical jobs by a highly technical means in hopes that the United States workforce can propel its economic and political prowess back to dominance (ASHE, 2011). However, this push has grown stagnant. While graduation rates of STEM candidates have grown over the past decade, the quality of STEM employees has faced scrutiny and the U.S. continues to lag behind other international powers with regards to scientific, mathematical, or technological advances.
Integrated Curriculum: This instructional strategy allows students to implement several ideas or concepts from multiple subjects of study for an understanding of the underlying concepts
Arts: “arts” refers to those creative in nature: music, dance/movement, imagery, visual arts, literature, drama, and play or humor or any activity relating to such subjects and “arts consumption. These arts “are process oriented, emotionally sensitive, socially directed, and awareness focused” (Gladding, 1992, p.ix)
STEAM: STEAM is a contemporary movement to introduce Art into the marriage of STEM. Journals and literature are dedicated solely to the topic of STEAM and the power of arts in education. The principles driving STEAM reside in the belief that students need both a natural and creative view of the world to compete in the global market of the twenty-first century (Sousa & Pilecki, 2013).
Historically speaking, “journal articles dating back as early as 1959 identify creativity as being essential to the competitiveness and national security of the United States” (Wallace et al., p. 3E-1, 2010).
Creativity is often linked to art in research studies and journals. Going beyond the cognitive power of the arts, it is believed that participating in art, music, dance, poetry, etc. may provide more creative outlets for STEM students, serve as a viable recruiting tool for future students into technical fields, and derive joy from the learning experience (Welch, 2011). Art and its creative processes may allow students to explore and unlock multiple intelligences
The clash of arts (abstract) and math/science (literal) creates a dynamic collaboration worth analyzing. Many advocates for STEAM deem this interaction necessary for students to “embrace innovative, alternative views, minority influence, or diversified solutions that may be required to effectively address complex issues” (Kawaski & Toyofuku, p. 2, 2013).
In the long run, America’s true competitive edge is not its technical prowess but its creativity, its imagination, its inventiveness, its people’s capacity to devise new solutions, to innovate, to invest new organizational as well as technological forms, and to eke productivity gains out of what others see as static situations. (Finn & Ravitch, p. 7, 2007)
scholars agree multifaceted approaches to intelligence constitute a constructivist dynamic in learning. One is not restricted to genetic inheritance, but can build knowledge through experiences, openness to adapt, and through formal and informal interactions in a variety of settings (Pea, 1993; Sternberg, 1999; Sternberg, 2003; Wilson & Conyers, 2013)
. Be it “language, logicalmathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves,” everyone varies in their abilities across these intelligences
8 intelligences
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
https://search.proquest.com/openview/d4dadbab54198740e20fd2bf013ed5d4/1?pq-origsite=gscholar&cbl=18750&diss=y
A major premise driving arts reform and STEAM lies in the hope that creativity may deepen understanding of other subjects (Jones, 2010). Many critics of art-based reforms argue the superfluous nature of aesthetics in the classroom (Annis, 2013). It has long been accepted that arts are something extra, a task to explore after core subjects have been reviewed. Sciences and arts have long been isolated from one another
As it stands, traditional STEM education prepares students for highly technical jobs by a highly technical means in hopes that the United States workforce can propel its economic and political prowess back to dominance (ASHE, 2011). However, this push has grown stagnant. While graduation rates of STEM candidates have grown over the past decade, the quality of STEM employees has faced scrutiny and the U.S. continues to lag behind other international powers with regards to scientific, mathematical, or technological advances.
Integrated Curriculum: This instructional strategy allows students to implement several ideas or concepts from multiple subjects of study for an understanding of the underlying concepts
Arts: “arts” refers to those creative in nature: music, dance/movement, imagery, visual arts, literature, drama, and play or humor or any activity relating to such subjects and “arts consumption. These arts “are process oriented, emotionally sensitive, socially directed, and awareness focused” (Gladding, 1992, p.ix)
STEAM: STEAM is a contemporary movement to introduce Art into the marriage of STEM. Journals and literature are dedicated solely to the topic of STEAM and the power of arts in education. The principles driving STEAM reside in the belief that students need both a natural and creative view of the world to compete in the global market of the twenty-first century (Sousa & Pilecki, 2013).
Historically speaking, “journal articles dating back as early as 1959 identify creativity as being essential to the competitiveness and national security of the United States” (Wallace et al., p. 3E-1, 2010).
Creativity is often linked to art in research studies and journals. Going beyond the cognitive power of the arts, it is believed that participating in art, music, dance, poetry, etc. may provide more creative outlets for STEM students, serve as a viable recruiting tool for future students into technical fields, and derive joy from the learning experience (Welch, 2011). Art and its creative processes may allow students to explore and unlock multiple intelligences
The clash of arts (abstract) and math/science (literal) creates a dynamic collaboration worth analyzing. Many advocates for STEAM deem this interaction necessary for students to “embrace innovative, alternative views, minority influence, or diversified solutions that may be required to effectively address complex issues” (Kawaski & Toyofuku, p. 2, 2013).
In the long run, America’s true competitive edge is not its technical prowess but its creativity, its imagination, its inventiveness, its people’s capacity to devise new solutions, to innovate, to invest new organizational as well as technological forms, and to eke productivity gains out of what others see as static situations. (Finn & Ravitch, p. 7, 2007)
scholars agree multifaceted approaches to intelligence constitute a constructivist dynamic in learning. One is not restricted to genetic inheritance, but can build knowledge through experiences, openness to adapt, and through formal and informal interactions in a variety of settings (Pea, 1993; Sternberg, 1999; Sternberg, 2003; Wilson & Conyers, 2013)
. Be it “language, logicalmathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves,” everyone varies in their abilities across these intelligences
8 intelligences
Linguistic intelligence (“word smart”)
Logical-mathematical intelligence (“number/reasoning smart”)
Spatial intelligence (“picture smart”)
Bodily-Kinesthetic intelligence (“body smart”)
Musical intelligence (“music smart”)
Interpersonal intelligence (“people smart”)
Intrapersonal intelligence (“self smart”)
Naturalist intelligence (“nature smart”)
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