I agree that there is little critical or detailed discussion from STEAM
folks as to what it is they believe or how it enhances STEM education. I
also agree that the point is to enhance STEM education. Many do believe
that STEAM is a way for arts people to add and promote their content while
possibly lessening the Science, Math and Engineering. I don't agree with
this approach, hence one of the reasons why I say STEM is at the core of
STEAM. I also believe that many STEAM educators don't have a protocol in
which they believe or a set of best practices they follow.
They may be, as you suggest, just using what is already there, such as
communication and design, both a part of STEM education. The bottom line is
as educators we hope for the best possible outcomes and should include
whatever helps to make that happen. It is important (to me anyway) that
this addition of the arts be purposeful and deliberate and not lacking in
rigor or making STEM, STEMlite. I do not see this as a sincere attempt in
the hands of most that claim to be doing STEAM. I also don't think many
could actually tell you what it is they believe the purpose is. That is why
I have pursued a set of best practices for STEAM, and they are based on the
National Research Council's best practices for STEM. Are they different?
Well, maybe not so much. My hope is to expand or blur the lines a bit
offering opportunities for understanding that may be more inclusive and
motivating to those who may not immediately be interested in STEM subjects.
The need is to see that not only are science and mathematics everywhere,
but also creating technologies involves both math and science as well as
many of the arts. The arts are there and can create access. It is not meant
to be arts education, valid disciplines on their own.
I agree that many STEAM advocates either reject or are unaware of the
historical perspective of how the arts integrate with STEM disciplines.
Much of this advocacy seems to me to be based in discovering a new flavor
of the month or jumping on the latest acronym buzz. Again, this discussion
becomes superficial if one advocating STEAM doesn't really have a set of
best practices as to what that means. Often these folks are really talking
about arts integrated curriculum or unfortunately, something that is more
arts and crafts than STEM. I can honestly only identify a few educators who
get this right, IMHO of course.
As to scientists that use art to depict their science or vice versa, I see
these as interesting and important, but not necessarily STEAM. STEAM again
is a pedagogy. So, if I create a work of art that depicts let's say, a
topographical look at a segment of earth
,
or a detail of a slide of microbes,
or perhaps a mobile that uses aerodynamic principles,
I may be creating a valid work of art in which the science and/or
mathematics has enlightened my work. But, I did not necessarily solve a
problem using the Engineering Design Process. Again, this is one of the
caveats according to the National Research Council for STEM education. So,
I see much of this discussion as interesting to learn how researchers and
artists both are using mathematics, science and even engineering in their
work, but don't consider some of those activities STEAM. To have this
inclusiveness there needs to be a detailed definition of what STEAM in that
respect means. I love that artists and scientists see the overlap in their
work, and actually believe that mathematics is the foundation of so much of
what we see in the world. I like these connections, just don't necessarily
call it STEAM.
I have communicated with Roger about the best practices I created and they
are still a work in progress. What we don't need is more confusion about
what STEAM is. I am happy to share with some to see if we can collectively
agree. And that would be to include perhaps, What is art?(such a big
question in today's world) How does art connect to science and
mathematics? The engineering piece comes obviously fr
o
m a problem to solve, but isn't some art engineered? Where are the
intersections of the other arts? So many questions!
Also one last thing…my statement about "whatever works" was not meant to
take away the rigor and replace it with something vague. It comes from many
years of teaching and the actions I took as a teacher to help students
learn. I never meant to imply that STEAM is calculating the area of the
rectangles in a Mondrian painting, or counting and coloring fish and
considering that to be a science lesson about water. I agree it may sound
like I create the rules as I see them applying to my need. My method is
more thoughtful and rigorous than that. The bottom line to me as a non
science person, is there is an opportunity to engage many in important STEM
work who otherwise would not be interested, and by the way, that includes
me.
Thanks Amy for your thoughts!
[image: --]
Ruth Catchen, M. Music, MA
STEM/STEAM Curriculum and Program Development, Teacher Professional
Development
http://www.stemartseffect.com/
http://www.theartseffect.com/
http://ruthcatchen.wordpress.com/
@ruthcatchen
719.660.2705
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"Logic will get you from A to B. Imagination will take you everywhere."
Albert Einstein
On Fri, Jan 13, 2017 at 9:59 AM, Amy Ione <amy.ione.2@gmail.com> wrote:
> Hi Ruth,
>
> In terms of educational pedagogy, I don¹t see much critical discussion
> from STEAM people detailing and/or critically engaging with what STEM
> educators are doing and have been doing in the classroom over the last few
> decades (or centuries), just lots of assumptions. If STEM is at the core
> of STEAM, why do so many advocates simply assume that the reason to
> promote STEAM is that it is adding something that is now missing?
>
> As I said in my earlier email, much of what STEAM wants to add to STEM was
> already going on in STEM education in the 1980s. I know this because I was
> working with STEM educators in the 1980s and with science museums from the
> 1990s through the early 21st century. Given the emphasis on all that STEAM
> is ³adding² something to practices I must admit that I find the
> foundational tenets themselves leave themselves open for skepticism.
>
> I don¹t think discussing educational perspectives per se is the problems
> so much as the level of discourse often seems more about advocacy than
> substance. I am also amazed that many STEAM advocates seem unaware of
> historical discussions from era to era that mirror the STEM to STEAM
> discussions.
>
> As for whatever works, in terms of science, I would think the problems
> with ³whatever works" are as obvious as assumed benefits, which is why
> there is often pushback from STEM people when STEAM advocates start
> talking.
>
> In terms of art, if someone does an artwork based on a scientific idea
> that proves wrong, does that change the value of the art? I¹ve also been
> wondering if and where artists who are not inclined to include science in
> their art ³fit² in the educational pedagogy the STEAM agenda promotes?
>
> All the best,
> Amy
>
> ==========================
> Amy Ione
> Director, The Diatrope Institute
> 2342 Shattuck Ave., #527
> Berkeley, CA 94704
> US
>
> Diatrope.com <http://www.diatrope.com> | AmyIone.com <http://amyione.com>
> Art and the Brain: Plasticity, Embodiment, and the Unclosed Circle:
> http://diatrope.com/artbrainbook
> Email: ione@diatrope.com
>
>
>
>
>
> On 1/10/17, 1:51 PM, "ruth" <yasmin_discussions-bounces@estia.media.uoa.gr
> on behalf of rcatchen@gmail.com> wrote:
>
> >I am posting this email as per Roger Malina. More thoughts about STEAM and
> >where we should go from here. Please feel free to comment or email me at
> >ruthcatchen@gmail.com
> >
> >Hi Roger,
> >
> >I hope you enjoyed the holidays. I have been following the STEM to STEAM
> >discussion. There are so many perspectives from those involved in the
> >discussion - I find it so interesting. I also sense there is a lot of
> >interest in defining and giving credibility to STEAM so best practices
> >would be very helpful. One question lingers as to how to approach: should
> >it be a pedagogy to help those learn, or a practical method of doing work
> >to expand possibilities, connections etc., or both? And, if both, should
> >best practices offer opportunities for both directions? The difference in
> >these two perspectives affect the validity of STEAM. As a protocol or
> >pedagogy, STEAM would have to follow certain best practices. As a method
> >or
> >enhancement to scientific research, it seems to me that this inclusion is
> >obvious. On the other hand, if the researcher does not see this as
> >helpful,
> >it is not there. And of course, STEM is at the core of STEAM - need to
> >remember that! It seems there is not a hard and fast rule as whether it is
> >valid to include or not. There are obvious connections that include "art."
> > Are they implied or should we make them more deliberate? Perhaps my
> >perspective is tilted because I am an educator, but I have also been a
> >performing artist and can say from that perspective, you do whatever
> >works.
> >Why would we discount or not include anything that offers a broader
> >perspective and inclusiveness? And that be for an observer or appreciator
> >of art, a participant, or one who is on the route of scientific discovery
> >or presenting new information. The problem presents as how to do this in
> >both K-12 and higher ed as well as in art or science disciplines separate
> >from educational venues. Your thoughts?
> >
> >Again many of the discussions are focused on the content disciplines
> >themselves rather than educational pedagogy. I do think the way a
> >discipline is approached - such as using art to understand science or
> >science to understand art - or the inclusion of mathematics in art or
> >music- affects the ultimate way these disciplines are taught. I suppose
> >therein is the reason why there are so many proposals as to why or how to
> >use STEAM or if we should be using it at all.
> >
> >I intended this to be a short note to reconnect, since the subject matter
> >intrigues, my thoughts continue to explore.
> >
> >Best,
> >Ruth
> >
> >
> >
> >
> >
> >[image: --]
> >
> >Ruth Catchen, M. Music, MA
> >STEM/STEAM Curriculum and Program Development, Teacher Professional
> >Development
> >http://www.stemartseffect.com/
> >http://www.theartseffect.com/
> >http://ruthcatchen.wordpress.com/
> >@ruthcatchen
> >719.660.2705
> ><http://t.sidekickopen68.com/e1t/c/5/f18dQhb0S7lC8dDMPbW2n0x6l2B9nM
> JW7t5XY
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> 2Fabout.me%2Fruthca
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> 16de-4dff-a382-c
> >8a2762430fa>
> >
> >
> ><http://t.sidekickopen68.com/e1t/c/5/f18dQhb0S7lC8dDMPbW2n0x6l2B9nM
> JW7t5XY
> >g3N1HhHN5vMG7WdVcClW5vfRWq56dywDf4NrTl402?t=http%3A%2F%
> 2Fabout.me%2Fruthca
> >tchen%3Fpromo%3Demail_sig&si=6671496990162944&pi=bee2b48a-
> 16de-4dff-a382-c
> >8a2762430fa>
> >[image: http://]
> ><http://t.sidekickopen68.com/e1t/c/5/f18dQhb0S7lC8dDMPbW2n0x6l2B9nM
> JW7t5XY
> >g3N1HhHN5vMG7WdVcClW5vfRWq56dywDf4NrTl402?t=http%3A%2F%
> 2Fabout.me%2Fruthca
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> 16de-4dff-a382-c
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> >
> >
> >
> >
> >³Logic will get you from A to B. Imagination will take you everywhere.²
> >Albert Einstein
> >
> >On Sun, Jan 8, 2017 at 2:46 PM, Ken Friedman
> ><ken.friedman.sheji@icloud.com>
> >wrote:
> >
> >> Dear Jon,
> >>
> >> Yikes! I didn't suggest that people use footnotes in Yasmin posts. I was
> >> talking about the problem of poor reference and citation in research
> >> articles. I sometimes provide references in Yasmin posts to make it easy
> >> for people to find the items I discuss. I value your notes for the same
> >> reason. Since Yasmin is a discussion list, references aren¹t needed.
> >> Rigorous thinking always helps, with or without footnotes.
> >>
> >> Yours,
> >>
> >> Ken
> >>
> >> ‹
> >>
> >> Jon Ippolito wrote:
> >>
> >> ‹snip‹
> >>
> >> Others have written at length about how a fresh genre or medium--or even
> >> gender--doesn't always measure up to the criteria inherited from older
> >> creative forms. Three texts that come to mind are Leo Steinberg's _Other
> >> Criteria_, Linda Nochlin's "Why Have There Been No Great Women Artists?"
> >> and Steve Dietz's "Why Have There Been No Great Net Artists?" [1][2][3]
> >>(I
> >> hope no one will take Ken Friedman's call for rigor to mean you have to
> >> footnote your Yasmin posts, which I do only to feign respectability.)
> >>
> >> ‹snip‹
> >>
> >>
> >>
> >> _______________________________________________
> >> Yasmin_discussions mailing list
> >> Yasmin_discussions@estia.media.uoa.gr
> >> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
> >>
> >> Yasmin URL: http://www.media.uoa.gr/yasmin
> >>
> >> SBSCRIBE: click on the link to the list you wish to subscribe to. In
> >>the
> >> page that will appear ("info page"), enter e-mail address, name, and
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> >> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
> >> your e-mail address in the last field. Enter password if asked. Click on
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> >> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set
> >>Digest
> >> Mode" option and set it to either on or off.
> >> If you prefer to read the posts on a blog go to
> >> http://yasminlist.blogspot.com/
> >>
> >
> >
> >
> >
> >
> >[image: --]
> >
> >Ruth Catchen, M. Music, MA
> >STEM/STEAM Curriculum and Program Development, Teacher Professional
> >Development
> >http://www.stemartseffect.com/
> >http://www.theartseffect.com/
> >http://ruthcatchen.wordpress.com/
> >@ruthcatchen
> >719.660.2705
> ><http://about.me/ruthcatchen?promo=email_sig>
> >
> >
> ><http://about.me/ruthcatchen?promo=email_sig>
> >[image: http://]
> ><http://about.me/ruthcatchen?promo=email_sig>
> >
> >
> >
> >
> >³Logic will get you from A to B. Imagination will take you everywhere.²
> >Albert Einstein
> >
> >On Sun, Jan 8, 2017 at 2:46 PM, Ken Friedman
> ><ken.friedman.sheji@icloud.com>
> >wrote:
> >
> >> Dear Jon,
> >>
> >> Yikes! I didn't suggest that people use footnotes in Yasmin posts. I was
> >> talking about the problem of poor reference and citation in research
> >> articles. I sometimes provide references in Yasmin posts to make it easy
> >> for people to find the items I discuss. I value your notes for the same
> >> reason. Since Yasmin is a discussion list, references aren¹t needed.
> >> Rigorous thinking always helps, with or without footnotes.
> >>
> >> Yours,
> >>
> >> Ken
> >>
> >> ‹
> >>
> >> Jon Ippolito wrote:
> >>
> >> ‹snip‹
> >>
> >> Others have written at length about how a fresh genre or medium--or even
> >> gender--doesn't always measure up to the criteria inherited from older
> >> creative forms. Three texts that come to mind are Leo Steinberg's _Other
> >> Criteria_, Linda Nochlin's "Why Have There Been No Great Women Artists?"
> >> and Steve Dietz's "Why Have There Been No Great Net Artists?" [1][2][3]
> >>(I
> >> hope no one will take Ken Friedman's call for rigor to mean you have to
> >> footnote your Yasmin posts, which I do only to feign respectability.)
> >>
> >> ‹snip‹
> >>
> >>
> >>
> >> _______________________________________________
> >> Yasmin_discussions mailing list
> >> Yasmin_discussions@estia.media.uoa.gr
> >> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
> >>
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> >>
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> >>the
> >> page that will appear ("info page"), enter e-mail address, name, and
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> >> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
> >> your e-mail address in the last field. Enter password if asked. Click on
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> >> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set
> >>Digest
> >> Mode" option and set it to either on or off.
> >> If you prefer to read the posts on a blog go to
> >> http://yasminlist.blogspot.com/
> >>
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>
>
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