STEAM Resources
Grounding and Considerations for STEAM Implemention
What does STEAM tangibly look like in an elementary setting with a focus on visual arts?
One of the initial areas we will be focusing on in Minnesota will occur with a current STEAM program in the Lakeville Elementary Schools. We are currently working to develop core lessons that transfer learning that is happening in the purchased curriculum of "STEM is Elementary" with that of learning that is offered in visual arts and design. Initial lesson units will focus on engineering and arts through the investigation of architecture. Previous work, taught by myself when I was a teacher in the Northfield Public Schools, will be adapted and revised. You can see that curriculum work here: http://bit.ly/1avC94q. We will be focusing on the book resource entitled "Architecture is Elementary: Visual Thinking Through Architectural Concepts," by Nathan B. Winters. You can preview this book here: http://books.google.com/books/about/Architecture_is_Elementary.html?id=CfOj37an-EAC This book is available for free checkout by Minnesota educators. You can view this resource and others within the Perpich Library information found here: http://www.mcae.k12.mn.us/index.php?section=library_collection
The BIG IDEAS behind STEAM and it's Tenets:
-STEM + Art = STEAM
- Art + Design are poised to transform our economy in the 21st century. The arts are an integral part of building the capacity for learners to engage in cognitive processes that support learning IN and THROUGH the arts. The goal is to foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer (RISD).
-Transferable arts cognitive capacities include critical thinking, creativity, multimodal and multi-literacy based communication and collaboration (particularly through group critique, reflective feedback, and media arts production processes).
-Transferable arts skills visualization, imaging, prototyping, artistic reflective processes, media arts production skills, visual and media literacy (both able to read and construct visual/media rich communications/representations of ideas), convergent/divergent thinking, expanded mind-set.... These are seen in the design world through creative problem solving, the translation of complex data for broad audiences through visualization, and how to bring ideas to market through design.
-Education of our youth with benefit most when we can see the entire education of our students through an integrated lens that includes a holistic approach to teaching and learning. For case studies of effective STEAM-based programming please see this link.
Questions to ask when considering STEAM implementation:
How is STEM/STEAM different from other educational content?
What pedagogical practices support STEM/STEAM?
Where and how do the arts support STEAM?
Conversely, how does STEAM support learning transfer in other academic areas
RESOURCES:
Stem to STEAM
Started under the influence of former RISD president, John Maeda, this site is a great grounding resource for seeing the interconnections and longitudinal work of developing an authentic STEAM program.
http://stemtosteam.org/Where might I have find similarly minded supporters of the STEAM educational philosophy?
STEAM According to Georgette Yakman
STEAM = Science & Technology interpreted through Engineering & the Arts, all based in Mathematical elements.
Learn more about her work, direct school consulting and an upcoming STEAM workshop in Minnesota here: