CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The disciplinary borderlands of education: art and STEAM education (Los límites disciplinares de la educación: arte y educación STEAM)
Tác giả
Graham M.A.
Năm xuất bản
2021
Source title
Infancia y Aprendizaje
Số trích dẫn
5
DOI
10.1080/02103702.2021.1926163
Liên kết
Tóm tắt
The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts are not reduced to a role of cognitive enhancer for other STEM subjects. STEAM education is closely linked to ideas and research about arts integration and is often implemented using the methods of ‘design thinking’. The use of design thinking as a method for interdisciplinary collaboration has many connections to how STEAM education is practise d in schools. Research describing arts integration is also relevant to how art is included in STEAM education. This article describes rationales for STEAM education and how the work of contemporary artists provides generative examples of how STEAM education might be put into practice. Both the affordances and limitations of STEAM education are explored. © 2021 Fundacion Infancia y Aprendizaje.
Từ khóa
art education; design thinking; integrated learning; STEAM education; STEM education
Tài liệu tham khảo
Allina B., The development of STEAM educational policy to promote student creativity and social empowerment, Arts Education Policy Review, 119, 2, pp. 77-87, (2018); Ambrose G., Harris P., Design Thinking, (2010); Nancy Holt artworks, (2019); Olafur Eliasson, (2019); Preparing educators and students for effective arts Integration, (2018); Atkinson D., Some thoughts on the finitude and infinitude of learning and teaching in the context of art in education, What is Art Education?, pp. 127-159, (2017); Ballengee B., Brandon Ballengée, (2019); Beccaria M., Tate Modern Artists: Olafur Eliasson, (2013); Bertling G., The art of empathy: A mixed methods case study of a critical place-based art education program, International Journal of Education & the Arts, 16, 3, pp. 1-26, (2015); Catterall L.G., A brief history of STEM and STEAM from an inadvertent insider, The STEAM Journal, 3, 1, pp. 1-13, (2017); Corrin L.G., Kwon M., Bryon N., Mark Dion, (1997); Costantino T., STEAM by another name: Transdisciplinary practice in art and design education, Arts Education Policy Review, 119, 2, pp. 100-106, (2018); Cross N., Design Thinking: Understanding How Designers Work, (2011); Duma A., A view into a decade of arts integration, Journal for Learning through the Arts, 10, (2014); Eisner E., Art and knowledge, Handbook of the Arts in Qualitative Research: Perspectives, Methodologies, Examples, and Issues, pp. 3-12, (2012); Farrington C.A., Maurer J., Aska Mcbride M.R., Nagaoka J., Puller J.S., Shewfelt S., Catterall J., Duman S., Hampden-Thomas G., The arts and achievement in at-risk youth: Four longitudinal studies, National Endowment for the Arts, (2012); Frey N., Fisher D., Smith D., All Learning is Social and Emotional, (2019); Gardner L., Can design thinking redesign higher ed?, Chronicle of Higher Education, (2017); Gaskins N., The new face of STEAM, Edutopia, (2016); Graham M.A., The art of collecting: Material culture, and place-based education, Matter Matters, pp. 73-85, (2011); Graham M.A., The meditation collection space, Visual Arts Research, 40, 1, pp. 17-24, (2014); Greene M., Landscapes of Learning, (1978); Henriksen D., Creating STEAM with design thinking: Beyond STEM and arts integration, The STEAM Journal, 3, 1, pp. 1-11, (2017); Horvath L., Marshall J., The natural sciences, Art-Centered Learning across the Curriculum, pp. 35-88, (2014); Jacobs H., A new essential curriculum for a new time, Curriculum 21, pp. 14-24, (2010); Jagodzinski J., Visual Art and Education in an Era of Designer Capitalism, (2010); Johnson S., Where Good Ideas Come From, (2010); Katz-Buonincontro J., Gathering STE(A)M: Policy, curricular, and programmatic developments in arts-based science, technology, engineering, and mathematics education. Introduction to the special issue of Arts Education Policy Review: STEAM Focus, Arts Education Policy Review, 119, 2, pp. 73-76, (2018); Knochel A., An object-oriented curriculum theory for STEAM: Boundary shifters, materiality, and per(form)ing 3D thinking, International Journal of Education through Art, 14, 1, pp. 35-48, (2018); Lamson W., William Lamson, (2019); Leimbach T., Armstrong K., Creative partnerships and cultural organizations: “Enabling” and “situating” arts-science collaboration and collective learning, Transdisciplinary Theory, Practice, and Education, pp. 241-256, (2018); Ludwig M., Boyle A., Lindsay J., Review of Evidence: Arts Integration Research through the Lens of the Every Student Succeeds Act, (2017); Maddena M., Baxtera M., Beauchampa H., Boucharda K., Habermasa D., Huffa M., Ladda B., Mulker-Greenfader C., Brouillette L., Farkas G., Effect of a performing arts program on the oral language skills of young English learners, Reading Research Quarterly, 50, 2, pp. 185-203, (2015); Maeda J., STEM + art = STEAM, The STEAM Journal, 1, 1, pp. 1-3, (2013); Marshall J., Five ways to integrate: Using strategies from contemporary art, Art Education, 63, 3, pp. 13-19, (2010); Marshall J., Integrating the Visual Arts across the Curriculum, (2019); Miebach N., (2019); Newman E., Araque A., Dubinsky J., The beautiful brain, The Beautiful Brain: The Drawings of Santiago Ramon Y Cajal, pp. 8-11, (2017); Ecology (Season 4) [TV series episode], In Art21 on PBS, (2007); Peppler K., Wohlwend K., Theorizing the nexus of STEAM practice, Arts Education Policy Review, 119, 2, pp. 88-99, (2018); Pink D.H., A Whole New Mind, (2006); Pomeroy S.R., From STEM to STEAM: Science and art go hand-in-hand, Yahoo News, (2012); Radziwill N., Benton M., Moellers C., From STEM to STEAM: Reframing what it means to learn, The STEAM Journal, 2, 1, pp. 1-7, (2015); Rapport D., Transdisciplinarity: An approach to problem solving in a complex world, Transdisciplinarity: Recreating Iknowledge, pp. 135-170, (2000); Rollins J., Reinventing the STEAM engine for Art + Design education, Art Education, 69, 4, pp. 4-7, (2016); Saraceno T., Studio Tomás Saraceno, (2019); Art: 21, volume 1: Art in the twenty-first century, (2009); Sollins S., Art: 21, volume X: Art in the twenty-first century, (2013); Sousa D., Pilecki T., From Stem to STEAM, (2018); Watson A., Revving up the STEAM engine, Art Education, 69, 4, (2016); Workman E., Beyond the core: Advancing student success through the arts, Education Commission of the States, (2017)
Nơi xuất bản
Routledge
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus