STEAM: Using the Arts to Train Well-Rounded and Creative Scientists

Verónica A. Segarra, Barbara Natalizio, Cibele V. Falkenberg, Stephanie Pulford and Raquell M. Holmes

While the demand for a strong STEM workforce continues to grow, there are challenges that threaten our ability to recruit, train, and retain such a workforce in a way that is effective and sustainable and fosters innovation. One way in which we are meeting this challenge is through the use of the arts in the training of scientists.

Read more at ASMscience →

Featured research

Using Creativity from Art and Engineering to Engage Students in Science

Mason Kuhn, Scott Greenhalgh, Mark McDermott

In this editorial, we explore how the arts can help students generate “Big Ideas” about science, construct questions, and share their understanding of the topic with authentic audiences. Read more →

Journal of STEM Arts, Crafts and Constructions

Learning across Disciplines: A Collective Case Study of Two University Programs That Integrate the Arts with STEM

Sheena Ghanbari

STEM education is an educational and political priority in the United States and is valued as a means of strengthening national security and ensuring global competitiveness. The STEAM paradigm also emphasizes the importance of STEM education, but argues that the arts have the ability to open up new ways of seeing, thinking, and learning. Read more →

The STEAM Journal

A Place for Art and Design Education in the STEM Conversation

James W. Bequette, Marjorie Bullitt Bequette

In what follows we describe the possibilities and pitfalls of an approach that infuses both the creative process and design thinking into a new iteration of STEM education that adds arts (with a capital "A") to the acronym to make STEAM. Read more →

Art Education

Full STEAM Ahead: The Benefits of Integrating the Arts Into STEM

Michelle H. Land

There is growing interest amongst forward looking public officials, educators, and professionals in enhancing the education platform to better prepare students for both analytical and creative thinking. Traditional STEM (Science, Technology, Engineering, Mathematics) degrees focus on convergent skills whereas art degrees focus on divergent skills. Having the ability to execute both at scale can better position our nation for global competitiveness. Read more →

Procedia Computer Science

Featured course

02-18
November
2020

Virtual Event via Zoom

VTS / Beginner Practicum
The Visual Thinking Strategies (VTS) Beginner Practicum focuses on developing VTS facilitation skills through presentation of the basic theoretical tenets of VTS and opportunities to practice with group coaching. As it is the first workshop in our training series, those new to VTS or with minimal experience are welcome.

Recent research

The STEAM Journal

Full STEAM Ahead: Creativity in Excellent STEM Teaching Practices

Danah Henriksen

This article emphasizes the value of creativity and arts-based learning in the sciences (STEAM education), using one example from a recent research study of creative and effective classroom teachers. The future of innovative thinking in STEM disciplines relies on breaking down the distinction between disciplines traditionally seen as “creative” like the arts or music, and STEM disciplines traditionally seen as more rigid or logical-mathematical. Read more →

Economic Development Quarterly

Arts and Crafts: Critical to Economic Innovation

Rex LaMore, Robert Root-Bernstein, Michele Root-Bernstein, John H. Schweitzer, James L. Lawton, Eileen Roraback, Amber Peruski, Megan VanDyke, Laleah Fernandez

Governments, schools, and other nonprofit organizations are engaged in critical budget decisions that may affect our economic development success. The assumption is that arts and crafts are dispensable extras. Research suggests, however, that disposing of arts and crafts may have negative consequences for the country’s ability to produce innovative scientists and engineers who invent patentable products and found new companies. Read more →

ICPS

From STEM to STEAM: toward a human-centred education, creativity & learning thinking

Guy André Boy

STEM should be integrated together with the Arts to promote creativity together with rationalization. Human-centred design can contribute to not only improving education technologies, systems and practices, but also as a discipline offering an integrated approach to learning by doing, expressing and critiquing, exploring possible futures, and understanding complex systems: HCD supports learning thinking. Read more →

ProQuest

STEAM: A National Study of the Integration of the Arts Into STEM Instruction and its Impact on Student Achievement

Mark E. Rabalais

Do students participating in the arts demonstrate higher academic achievement in STEM learning versus those students not participating in the arts? This question is important because evidence for increasing arts participation to impact STEM learning can increase an understanding of how to improve current STEM initiatives. Read more →

The British Journal of Educational Psychology

Enhancing divergent thinking in visual arts education: Effects of explicit instruction of meta-cognition

Marie‐Thérèse van de Kamp, Wilfried Admiraal, Jannet van Drie, Gert Rijlaarsdam

The main purposes of visual arts education concern the enhancement of students' creative processes and the originality of their art products. Divergent thinking is crucial for finding original ideas in the initial phase of a creative process that aims to result in an original product. This study aims to examine the effects of explicit instruction of meta‐cognition on students' divergent thinking. Read more →

Procedia Computer Science

Rethinking STEM Education: An Interdisciplinary STEAM Curriculum

Margaret E. Madden, Marsha Baxter, Heather Beauchamp, Kimberley Bouchard, Derek Habermas, Mark Huff, Brian Ladd, Jill Pearon, Gordon Plague

The State University of New York at Potsdam, with support from Lockheed Martin, has developed a multi-disciplinary program intended to foster creative thinking by combining studies in the arts, humanities, and STEM fields. The College has a long tradition of innovative education in the arts, natural and social sciences, computer science, and mathematics. This approach will support the development of versatile professionals for the evolving workplace. Read more →

International Journal of Education & the Arts

Learning Across Disciplines: A Collective Case Study Of Two University Programs That Integrate The Arts With STEM

Sheena Ghanbari

There has been some debate and research that suggests the arts are well-suited to be combined with science, technology, engineering, and math disciplines. The STEAM paradigm emphasizes the importance of STEM education, but argues that the arts have the ability to open up new ways of seeing, thinking, and learning. Read more →

The Interdisciplinary Journal of Problem-based Learning

Making Learners: A Framework for Evaluating Making in STEM Education

Jill A. Marshall, Jason R. Harron

The maker movement has strong connections to science, technology, engineering, and mathematics (STEM) as well as art and crafts, but the goals of making are not in perfect alignment with any of these disciplines. Within the problem-based paradigm, however, there is room to incorporate making as situated STEM learning, even in formal, standards-based educational settings. Read more →

University of New Mexico, Art & Art History ETDs

Designing For Immersive Technology: Integrating Art and STEM Learning

Jane Crayton

This research is important evidence of collaboration, creativity, communication and critical thinking as outlined by the Framework for 21st Century Learning, that also integrates STEM and the arts. The study contributes to what is known about how people learn when they design for immersive media, and identifies potential barriers and affordances for STEAM learning. Read more →

The Centre for Imagination in Research, Culture & Education

The ABCs of STEAM Culture: Establishing the Ground Rules for Risk-taking, Imagination, and Collaboration

Brittany Harker Martin

In my career, all of the arts (art, dance, drama, and music) have been essential to teaching STEM because of their inherent power to represent complex holistic, visual, and relational concepts. The arts enrich interdisciplinary learning and engage students in ways that traditional pedagogies do not. Read more →

Featured articles

STEAM not STEM: Why scientists need arts training Richard Lachman | The Conversation Universities must train scientists to engage with the ethics of emerging technologies, rather than functioning as cogs in the engine of economic development. Integrating the arts into STEM can help. Read more →

How do you turn STEM into STEAM? Add the Arts! Joan Platz | Ohio Alliance for Arts Education Researchers have found a strong relationship between instruction in the arts and learning mathematical skills and improving student observational skills in science. According to one study, students... Read more →

Recent articles

New evidence of the benefits of arts education

Brian Kisida, Daniel H. Bowen

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society, such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior.

Read more at The Brookings Institution →

An Interdisciplinary Design Studio: How Can Art and Engineering Collaborate to Increase Students’ Creativity?

Tracie Cotantino, Nadia Kellam, Bonnie Cramond, Isabelle Crowder

Engaging with art is essential to the human experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviors that contribute to the health of civil society, such as increased civic engagement, greater social tolerance, and reductions in other-regarding behavior.

Read more at Art Education →

Creating STEAM with Design Thinking: Beyond STEM and Arts Integration

Danah Henriksen

This article suggests the value in a broad view of STEAM beyond arts-integration, as well as the potential of design thinking for STEAM. Despite much interest in STEAM it is often challenging for many teachers to integrate into their teaching of school subject matter. I suggest that as an interdisciplinary crossroads, design thinking provides a natural bridge between the arts, sciences, and other subjects. In this it can offer guiding flexible structure and in-road for teachers to design STEAM-based lessons, and to incorporate as an integrated aspect of students’ STEAM learning.

Read more at The STEAM Journal →

From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education

Christine Liao

What should science, technology, engineering, art, and math education look like? In the context of educational policy, the STEAM conversation has intensified and spread across the United States and some other counties. Therefore, proposing answers to this question is a timely endeavor. I suggest an arts-integrated approach to STEAM education and discuss the potential of this approach for opening up a transdisciplinary space—a space “at once between the disciplines, across the different disciplines, and beyond all discipline” and, therefore, capable of fostering an “innovated” society.

Read more at Art Education →

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