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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36 MARCH 2018 SchoolArts Students relate to STEAM. In STEM circles, much is made of addressing real-world problems. This is a wonderful way to approach STEAM as well, but we have the luxury of also addressing imaginary- world projects. While a STEM project may focus on building a bridge across a local stream, a STEAM project could also address the building needs of the citizens of Oxllonah, a world threatened by pesky fire-breathing dragons. STEAM projects deliver instruction primarily through problem/project. In traditional instruction, students are given knowledge, which they memorize and use in a project to W ith the rising interest in STEAM education, it's time to go beyond advo - cacy and start talking about what makes quality STEAM instruction. While the research is not in to give a definitive list of STEAM best practices, the following is a list of effective practices that I identified while working to develop the STEAM program at the Fairfax County Public Schools in Virginia. STEAM projects are based on an open-ended problem. STEAM isn't about finding the answer to a problem; it ' s about finding an answer. Authentic STEAM projects always have many possible solutions. A L L L E V E L S STEAM in Practice Andrew D. Watson demonstrate and apply this knowl- edge. In quality STEAM instruction, teachers use project-based learn - ing (PBL) to assign a problem. Then students identify what they need to know and learn through application of the problem. As the Buck Institute for Education often says, the project isn't the dessert; it is the plate the meal is served on. STEAM projects integrate two or more STEAM disciplines. Every STEAM project should incor- porate multiple disciplines. Over the course of a year in a STEAM class - room, students should be exposed to all of the STEAM disciplines. In a STEAM artroom, every project Max Johnson, Brain Cross-section, grade eleven, 2014. Fairfax County Public Schools, Virginia.

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