ERIC Number: EJ1182603
Record Type: Journal
Publication Date: 2017-Jun
Full STEAM Ahead!
Parenting for High Potential, v7 n2 p6-8 Jun 2017
There is more to science, technology, engineering, arts, and math (STEAM) education than simply "participating" in the arts. True STEAM means "integrating" the arts into STEM. In recent years, some educators have been reevaluating their STEM curricula and redesigning it to incorporate the arts. Others, such as the Rhode Island School of Design, are championing initiatives, such as Stem to Steam, where teachers, researchers, policymakers, and students are spearheading a grassroots movement to integrate art and science research. Supporters contend that an integrated STEAM curriculum promotes critical thinking, and that STEAM is an important pathway to increase U.S. economic competitiveness. Whether or not a gifted child's school has yet to embrace STEAM, there are many ways parents can expose their children to STEAM principles, both at home and through outside enrichment opportunities. Patterns are a good place to start. Opportunities to explore patterns exist in the everyday environment. "Tessellations" are shapes that can fill a surface without gaps or overlaps. Origami abounds with math. Every fold can be described in mathematical terms. "Line design" allows students to use straight lines to achieve beautiful parabolas. The integration of art into math and science is a mindset, a thinking-outside-of-the-box openness, and an acknowledgement that there is creativity in every aspect of math and science if you look for it.
Descriptors: STEM Education, Art Education, Academically Gifted, Interdisciplinary Approach, Critical Thinking, Parent Role, Parents as Teachers, Mathematical Concepts, Scientific Concepts
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: firstname.lastname@example.org; Web site: http://www.nagc.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A