ABSTRACT

The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts are not reduced to a role of cognitive enhancer for other STEM subjects. STEAM education is closely linked to ideas and research about arts integration and is often implemented using the methods of ‘design thinking’. The use of design thinking as a method for interdisciplinary collaboration has many connections to how STEAM education is practise d in schools. Research describing arts integration is also relevant to how art is included in STEAM education. This article describes rationales for STEAM education and how the work of contemporary artists provides generative examples of how STEAM education might be put into practice. Both the affordances and limitations of STEAM education are explored.

摘要

学校对STEM学科的重视导致艺术教育倡导者提出在科学、技术、工程和数学研究中加入艺术，将STEM转化为STEAM。然而，重要的是，传统上文科所接受的艺术和教育的更大目标不会在 STEAM 教育中消失，并且艺术不会被简化为其他 STEM 科目的认知增强剂。STEAM教育与艺术融合的思想和研究密切相关，通常采用“设计思维”的方法来实施。使用设计思维作为跨学科合作的方法与学校如何实践 STEAM 教育有许多联系。描述艺术整合的研究也与艺术如何被纳入 STEAM 教育相关。本文描述了 STEAM 教育的基本原理，以及当代艺术家的作品如何提供了如何将 STEAM 教育付诸实践的生成示例。探索了 STEAM 教育的可供性和局限性。