The Art of Science Learning

The Art of Science Learning is a National Science Foundation-funded initiative that uses the arts to spark creativity in science education and the development of an innovative 21st Century STEM workforce.

The initiative is built on more than 15 years of work by Harvey Seifter and colleagues, exploring the impact of artistic skills, processes and experiences on learning and the innovation process.

 

http://www.artofsciencelearning.org/what-its-about/

 

Rocking Your Writing Program: Integration of Visual Art, Language Arts, & Science

Poldberg, M.M., Trainin, G. & Andrzejczak, N.

 

Journal for Learning Through the Arts, 9 (1)  2013

 

This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.

 

 

https://eric.ed.gov/?id=EJ1018311

 

A Place for Art and Design Education in the STEM Conversation

 James W. Bequette & Marjorie Bullitt Bequette 

Art Education, 65 (2), 40-47,  Published online: 24 Nov 2015

The recent push for STEM education introduces (through the emphasis on engineering) a design process to science classrooms; some educators also pushed for the artistic or creative process becoming a part of STEM education. In certain cases, this might be an opportunity for greater prominence for art education, better art and STEM learning, and heightened student engagement; in others it might weaken each discipline and confuse the boundaries between different approaches. 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.