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Keywords: STEAM Curiculum, Computational Thinking, Coding, E-textile

STEAM curiculum

Patton, R. & Knochel, A. (2017). Meaningful Makers: Stuff, Sharing, and Connections in STEAM Curriculum

  • How does the maker movement benefit art education?  By expanding the art classroom through STEAM activities --- how is this a benefit?

  • The maker movement significantly enhances art education by integrating components of STEAM - Science, Technology, Engineering, Art, and Mathematics. This multidisciplinary approach transcends the boundaries of traditional art education, fostering a more comprehensive understanding. It cultivates high-order cognitive abilities, like critical thinking and problem-solving, as students navigate the integration and application of knowledge across diverse subjects.

  • What is transdisciplinary inquiry?

  • Transdisciplinary inquiry is like teamwork in research. People from different fields come together, share their unique knowledge, and work together to solve big, complicated problems that one field alone can't solve. It's about learning from each other to come up with new ideas and answers.

  • Do you agree that "the goal is to formulate strategies to strengthen connections between art and makerspaces, broadening our audience so making in the arts is empowered to lead STEAM curricular efforts and be a catalyst for transdisciplinary learning?"

  • While this idea has great benefits for learning multiple subjects by incorporating art, art education should remain its unique place rather than a servant for other subjects. Aesthetics and self expression are unique to art education and it cannot be blended with other subjects. Art learning helps students to better see and feel the world.

“Peppoler, K. & Wohlwend, K. (2017). Theorizing the nexus of STEAM practice”

  • How does STEAM broaden the field of participation and create opportunities for women and minorities?

  • K12 Science Education has a manageable cluster of activities: sense-making, investigating, and critique practices. Similarly, Peppler and Kafai made four clusters for the arts and technology: technical, critical, creative, and ethical practices of production. Do you think these activities overlap and/or could be combined? What do you think is a big difference?

  • Do you think that artists need to code?

  • I think coding is a great skill to have but it’s not necessary for many artists because it’s only essential for digital artist or code lovers. Without coding, artists can create incredible and inspiring artwork.

  • How does Scratch teach computational thinking?

  • Scratch, a block-based programming language developed by the MIT Media Lab, teaches computational thinking by enabling learners to create interactive stories, games, and animations. It provides a hands-on learning experience that helps users understand fundamental computer science concepts such as loops, conditionals, and variables. Furthermore, Scratch encourages problem-solving, abstraction, pattern recognition, and design systematic solutions, which are all key aspects of computational thinking.

  • How did working with the e-textiles transform gender stereotypes?

  • Working with e-textiles could transform gender stereotypes by merging the fields of technology and textile crafts, which are often gendered as male and female respectively. This intersection can encourage more gender diversity in both fields, breaking down traditional stereotypes.

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