SchoolArts Magazine

March 2018

SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901.

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Page 16 of 66

S T E A M CONTINUED ON PAGE 57. A s the art educator and science educator at the youth educa- tion center, Worcester Think Tank (and now Technocopia), we have spent hours working and practicing our curricula together. We have taught similar courses such as Art and Engineering, Art Chemistry, Art Geometry, Art Science Discov- ery, and Dissection and Drawing. We recognize that effective STEAM education requires time for continu- ous practice with one another in the classroom and for our own personal creative explorations. Here are some reflections on how we came to effec- tively teach in STEAM, and what we have learned from one another: From an art educator (Jen) on working with a science educator (Lauren) • Working with Lauren has rekin- dled my own love of science. • I have been pushed to embrace new art media and technology. • I have been pushed to learn new subjects and challenged to find artistic ways of teaching them. • Some of my approaches to making art have changed. I tend to now doc- ument my process of ideas through n ote-taking and do more research on the subjects I paint. I equate it to some of the experiences I have had in the art/science classroom when Lauren and I conduct an experiment. • I have found the maker space com- munity where we work inspiring and inventive. • I e njoy the natural progression of our ideas and interests intermin- gling as we work together. • From working with microscopes a nd viewing tiny microorganisms , t o discussing the immensity o f o ur own galaxy and outer space , working with Lauren as a science e ducator has vastly influenced m y a rtwork. Recently, I put on an ar t s how with a theme that directl y e volved out of classes I teach with L auren. It was titled A Painte d M osaic Exploring Earth's Delicat e E cosystem . From a science educator (Lauren) on working with an art educator (Jen) • Working with Jen has helped me t o become more confident in m y own art ability and consider art as an application whenever I can in my science lessons. My use o f s everal different colored dry eras e m arkers to draw and color graph - ics on the board in biology an d c hemistry has vastly increased! • I have branched out to try other art disciplines on my own (paper craft- ing, fabric arts, etc.) that I may not have noticed as being connected to science before. • B y practicing art, I have become handier in the lab as a science edu- cator. My ability to creatively prob- lem solve and think outside the box (particularly in engineering) has hugely improved. • I recognize and appreciate the cre- ative break I give my students o r myself in the classroom when I include art in my science lessons. The art allows my brain to explor e creatively for a bit before going bac k t o the hard science. I find that when I r eturn to the science, I hav e a c learer and more mindful approach . • I have learned that to effectively embrace STEAM teaching, an edu - The Art and Science of STEAM Lauren Monroe and Jen Swan We recognize that effective STEAM education requires time for continuous practice with one another in the classroom and for our own personal creative explorations. Jen Swan, art educator, and Lauren Monroe, science educator, collaborating at Technocopia maker space. Technocopia is located in the Printers Building in Worcester, Massachusetts along with SchoolArts magazine. Photo by Tom Fiorelli. 12 MARCH 2018 SchoolArts

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