The Art and Science of Looking: Collaboratively Learning Our Way to Improved STEAM Integration

Autor/inn/en	Glass, Don; Wilson, Colleen
Titel	The Art and Science of Looking: Collaboratively Learning Our Way to Improved STEAM Integration
Quelle	In: Art Education, 69 (2016) 6, S.8-14 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glass, Don)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2016.1224822
Schlagwörter	STEM Education; Art Education; Interdisciplinary Approach; Program Design; Visual Arts; Student Projects; Teaching Methods; Cooperation; Integrated Curriculum; Critical Thinking; Art Products; Elementary School Students; Learning Activities + Suchen Sie Ihr Suchwort? STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Programme design; Programmaufbau; Programmplanung; Optische Gestaltung; Schulprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Kritisches Denken; Künstlerische Produktion; Lernaktivität
Abstract	As a fine art collection founded by a scientist with a passion for art and a vested interest in education, the Barnes Foundation is in an exciting and unique position to explore and develop educational programming around science, technology, engineering, art, and math (STEAM). The education staff determined that using science and math in the context of our art collection may be a promising vehicle for teaching problem solving and creative, critical thinking. However, after reflecting on several iterations of our "Art of Looking" program, as well as the findings of an external evaluation, we recognized a few issues around student understanding of these curricular connections. We determined that for our institution, the art and visual analysis should be the core of every aspect of the program and that scientific and mathematical thinking should be used as tools in service of this goal. In response, our program design challenge was to address this curricular connection issue by collectively learning our way toward an improved program design. The outcome of our collaborative efforts was a shift in the focus of the program--from an integration of math and science "content," to a foregrounding of math and science "practices." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01