STEAM Education Science technology engineering art mathmatics

Lauren Hyatt

As a preservice K-8 elementary teacher, I'm learning the value of adding art to to STEM subjects. Interdisciplinary studies and lessons that cross boundaries can aid in engaging students across different cultures and backgrounds.

Integrating Art into STEM subjects can help create a more inclusive classroom. Students have different modes of learning. Some are more math and science minded, other are more creative minded. Blending the two disciplines together will ensure for an interest across the class. The accumulation of knowledge that is created between people and organizations by combining the ‘hard’ concepts of STEM is pleasantly surprising. Teaching STEAM fields in an inclusive manner can have long term effects on the classroom and community. Creating generations of Science literate students has the ability to demystify STEAM and encourage discerning media consumers as well as lifelong learners. By creating these transdisciplinary spaces will also build a more inclusive STEAM environment which will encourage and educate generations to continue to scientifically approach matters through STEAM literate lenses.

A hands on approach to learning engages students. Motivation is a key factor in school success. When a student has an opportunity to learn in a fun, hands on way, engagement is more likely.

Many practical applications exist. Students can learn math with manipulatives like chips and snap cubes. Measurement lessons can be interactive and not just on paper. Adding creativity into math, understanding the reasons for the problem, can engage students and motivate them to want to learn more.

Understanding the student's cultural background can help me as a teacher establish a relationship with the families of my classroom. Connecting with the surrounding community is a fun was for students to demonstrate and show their knowledge. Be it an art show that incorporates climate change, a music concert that samples music from around the world, or working to make a difference in the community by working in a food pantry vegetable garden, displaying and practicing the knowledge the students have gained will reinforce a love for learning and love for working for their community.

When we think of how students learn, the power dynamic that exists in the classroom and how we as educators can honor and empower each child, it is important to remember how STEM is often viewed and taught. Traditionally STEM fields are dominated by white males, often of socioeconomic privilege. When we teach STEAM in the classroom with an emphasises on social practices, we expand the power to the non-dominant groups. In doing so, we are encouraging a broader spectrum of students to participate and become science and technology literate.

Sally Ride

As an educator, I know that I'll need to supplement lessons to engage all children in STEAM. I'll include narratives on non traditional professionals in the industries. I'll feature women in Mathematics.

Charlotte Agnes Scott
Neil deGrasse Tyson

I'll feature people of color who were esteemed scientists, physicists and engineers. Students will see beyond their textbooks and feel confident to know that they can perform well at any subject they so choose.

Stephen Alexander,

Once students see that it is possible for them to pursue their interests, and that it has been done before by people just like them, they'll be more likely to feel confident in their decision.

Our nation is changing in cultural climate. While more diversity in eminent, our nation remains divided over how to integrate cultures. As an educator, I will cross borders and integrate disciplines to stimulate interest in all students. I'll work to produce hands on lessons for students, add avenues for students' own creativity and encourage them to share what they've learned with their community. I'll lead them to find out the pioneers of their interests, and together we'll learn about the women and minorities in the fields that they desire to belong to.

Critical questions to consider:

How does integrating learning and society make students better members of a democratic society?

Teaching Art and Engineering as social practices encourages interdisciplinary thinking, how can this be applied to the other subjects and what could be the outcome if we begin to think and teach in a more interdisciplinary fashion?

How can students take what they have learned by thinking through materials, considering audience, and engaging with community be beneficial in their future with STEAM?

What role will a student's social identity have on them getting/not getting involved in STEAM and how can we as teachers help make STEAM something that any student could participate and enjoy?

How can students integrate their environment and experiences into their STEAM education to benefit from it and become an active participant in their own education?

How does social justice connect to the boundaries to enter STEAM fields for certain group of people and how is it different today?

Created By
lauren hyatt


Created with images by Goodward - "science science and technology analysis" • US Department of Education - "05082014 - Student Performance Barnard" • NazarethCollege - "Summer High School Research Program 072516" • andreaarden - "Ulysses_AdvancedOptions_2010" • Brisbane City Council - "B0454 - Sitting in the Frangipanis by Alexandra Ranken" • PublicDomainPictures - "girl child korean" • linznix - "Brilliant childrens art show" • NASA Goddard Photo and Video - "Statement by the President on the Passing of Sally Ride"

Report Abuse

If you feel that this video content violates the Adobe Terms of Use, you may report this content by filling out this quick form.

To report a Copyright Violation, please follow Section 17 in the Terms of Use.