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TRANSCRIPT
Proposing a Curriculum Model for
STEAM-based Educational Practice
Karen McGarry
University of Cincinnati, Adjunct
Global STEMx Educational Conference, September 2013
CONTEMPLATE
CREATE
INNOVATE
IT’S NOT ABOUT ME
My role in this model is to listen and
guide learning and hopefully be
responsive to learner needs.
Here is what I heard…
STUDENTS TOLD ME…
• They wanted something different from traditional
art education instruction;
• They wanted to pursue creative courses with a
connectedness to other academic pursuits;
• They wanted courses that offered them more
choice and independent creative
development;
• They wanted change.
STUDENT POPULATION Based on personal experience with teaching high school students, here are some numbers to consider:
• Approx. student population – 750-825
• Number of students in AP Studio Art – 8
• Number of students needing arts credits to graduate – ALL
• Number of students who might be affected with an
alternative course curriculum – ALL
• Potential for making students happy -
HIGH
CURRICULUM MODEL COMPONENTS
Contemplate
Create
Innovate
brainstorm, discuss, plan, consider, select
design
develop
make
build
construct
present, share, critique, reveal, assess
WHAT IT MIGHT LOOK LIKE
Contemplate
Create
Innovate
Students work individually or in groups to develop plan(s) to solve challenges.
Students work to make creative
solutions that may provide
answers to task
challenges.
Students realize and present solutions reflecting material choices and creative problem solving techniques.
LEARNING CRITERIA
• Connection with US Common Core Standards
• Authentic Assessment
• Performance Tasks and Learning Activities
• Big Ideas
• Essential Questions
and Enduring Understandings
HOPES AND INTENTIONS
MOVING FORWARD
• Complete model and pilot
curriculum in school settings, to measure effectiveness;
• Impact learning of an alternative
model of teaching art with pre-
service art education majors;
• Advocate for STEM to STEAM;
• Affect learning of the arts with a
positive impact and meaningful
outcomes for potential learners.
INTERNET RESOURCES A selection of Internet resources that inspired research:
Connected Learning: http://connectedlearning.tv/
dml Research Hub: http://teachingforartisticbehavior.org/
The Exploratory: http://www.theexploratory.com/intrinsic-motivation-v-extrinsic-motivation/
Make to Learn: http://m2l.indiana.edu/
Making Thinking Happen: http://makingthinkinghappen.wordpress.com/
National Coalition for Core Art Standards: http://www.arteducators.org/research/nccas
Project Based Learning/Buck Institute for Education: http://www.bie.org/
STEAM Connect: http://steamconnect.org/
STEM to STEAM: http://stemtosteam.org/
Teaching for Artistic Behavior: http://teachingforartisticbehavior.org/
TED Talks, Mihaly Csikszentmihaly: http://www.ted.com/talks/mihaly_csikszentmihalyi_on_flow.html
REFERENCES AND INSPIRATION
References:
• Amabile, T. M. "How to Kill Creativity." Harvard Business Review 76, no. 5
(September–October 1998): 76–87.
• Bluestein, J., The win-win classroom: A fresh and positive look at
classroom management. Thousand Oaks, CA: Corwin Press, 2008.
• Catterall, J. (2013). “Getting real about the E in STEAM.” The STEAM
Journal, 1 (1), 1-7, article #6.
http://scholarship.claremont.edu/steam/vol1/iss1/6.
• Csikszentmihalyi, M. Thoughts about education. Retrieved from:
http://education.jhu.edu/PD/newhorizons/future/creating_the_future/cr
fut_csikszent.cfm; March, 2007.
REFERENCES AND INSPIRATION
References (con’t):
• Flanagan, M., “Creating Critical Play” Artists Re:Thinking Games. Eds Ruth Catlow, Marc Garrett, and Corrado Morgana. Liverpool: Liverpool University Press, 2010, 49-53.
• Freire, P. (1970). Pedagogy of the oppressed. New York, NY: Herder and Herder.
• Ito, Mizuko, Kris Gutiérrez, Sonia Livingstone, Bill Penuel, Jean Rhodes, Katie Salen, Juliet Schor, Julian Sefton-Green, S. Craig Watkins. Connected Learning: An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub; Retrieved from : http://dmlhub.net/sites/default/files/Connected_Learning_report.pdf, Jan. 2013.
• McTighe, J. & Wiggins, G., Understanding by design: Professional development workbook. Alexandria, VA: Association for Supervision and Curriculum Development, 2004.
REFERENCES AND INSPIRATION
References (con’t):
• Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow.
Handbook of positive psychology, 89-105.
• Robinson, K. Sir, TED Talks with RSA: Ken Robinson: Changing education
paradigms. [TED video lecture]. Retrieved from:
http://www.ted.com/talks/ken_robinson_changing_education_paradig
ms.html; Dec. 2010.
• Samuels, A. Invention and innovation. Retrieved from : http://art-
design.umich.edu/people/detail/allen_samuels#cv
• Vohs, K.D, Redden, J.P., & Rahinel, R. (August 2013). Physical Order
Produces Healthy Choices, Generosity, and Conventionality, Whereas
Disorder Produces Creativity. Psychological Science, 1-8. DOI:
10.1177/0956797613480186;
http://pss.sagepub.com/content/early/2013/08/01/0956797613480186
IMAGE CITATIONS
• All images used are borrowed from Creative
Commons and Flickr at:
http://www.flickr.com/photos
• Avatar created online at “The Simpsonmaker” via:
www.q4nobody.co.uk
• Images in slide no. 7 are the author’s work, all rights
reserved.
• Other images: Clip Art in Power Point