Integrating Art into STEAM Education: An Interview-Based Study of Interdisciplinary Art Educators

Li Si; Rajendran Nagappan

doi:10.54097/k3nkem11

Authors

Li Si
Rajendran Nagappan

DOI:

https://doi.org/10.54097/k3nkem11

Keywords:

STEAM Education, Interdisciplinary Art, Art Integration, Self-Perception, Curriculum Development

Abstract

Extensive research has shown that students proficient in Science, Technology, Engineering, and Mathematics (STEM) subjects are more likely to succeed later in life. However, by adding the arts to the STEM curriculum (creating STEAM) and providing educators with a more interdisciplinary framework, students can be better prepared to understand and solve global problems and engage more effectively in social activities. This study employs a narrative approach to collect data and interpret results through interviews with three interdisciplinary art educators. The primary research question is: What is the self-perception of interdisciplinary art educators? By exploring how these educators integrate their specific fields into the arts to develop unique, comprehensive curricula, the study aims to highlight their role. Currently, the arts are viewed as optional rather than essential in education. Therefore, to create a truly effective, comprehensive, and engaging interdisciplinary educational system that benefits students, it is crucial to conduct in-depth interviews and research with interdisciplinary art educators, demonstrating that the arts are a vital component of all core curricula.

Downloads

Download data is not yet available.

References

[1] L. Colucci-Gray, P. Burnard, D. Gray, and C. Cooke, ‘A critical review of STEAM (science, technology, engineering, arts, and mathematics)’, Oxf. Res. Encycl. Educ., 2019, Accessed: Aug. 10, 2024. [Online]. Available: https://oxfordre. com/ education/display/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-398.

[2] K. W. Guyotte, N. W. Sochacka, T. E. Costantino, N. N. Kellam, and J. Walther, ‘Collaborative creativity in STEAM: Narratives of art education students’ experiences in transdisciplinary spaces’, Int. J. Educ. Arts, vol. 16, no. 15, 2015, Accessed: Aug. 10, 2024. [Online]. Available: http:// www. ijea.org/v16n15/.

[3] L. R. Fattal, ‘Case Studies on the Transfer of Knowledge within the interdisciplinary STEAM curricula construct’, STEAM J., vol. 4, no. 1, p. 2, 2019.

[4] N. W. Sochacka, Kelly. W. Guyotte, and J. Walther, ‘Learning Together: A Collaborative Autoethnographic Exploration of STEAM (STEM + the Arts) Education’, J. Eng. Educ., vol. 105, no. 1, pp. 15–42, Jan. 2016, doi: 10.1002/jee.20112.

[5] C. W. Thurley, ‘Infusing the arts into science and the sciences into the arts: An argument for interdisciplinary STEAM in higher education pathways’, STEAM J., vol. 2, no. 2, p. 18, 2016.

[6] E. Perignat and J. Katz-Buonincontro, ‘STEAM in practice and research: An integrative literature review’, Think. Ski. Creat., vol. 31, pp. 31–43, 2019.

[7] C. Liao, ‘Creating a STEAM Map: A Content Analysis of Visual Art Practices in STEAM Education’, in STEAM Education, M. S. Khine and S. Areepattamannil, Eds., Cham: Springer International Publishing, 2019, pp. 37–55. doi: 10.1007/978-3-030-04003-1_3.

[8] M. E. Madden et al., ‘Rethinking STEM education: An interdisciplinary STEAM curriculum’, Procedia Comput. Sci., vol. 20, pp. 541–546, 2013.

[9] T. N. Showalter, ‘STEAM Curriculum: Arts Education as An Integral Part Of Interdisciplinary Learning’, Master’s Thesis, Messiah College, 2017. Accessed: Aug. 10, 2024. [Online]. Available: https://search. proquest.com/ openview/3cefc 985e68b2592b11ee0f283b6f3ae/1?pq-origsite= gscholar& cbl= 18750.

[10] K. Pleasants, ‘Integrative Approaches in Education: Bridging STEM and the Arts’, Xpertno Int. J. Interdiscip. Res. XIJIR, vol. 1, no. 1, pp. 30–42, 2023.

[11] A. De La Garza and C. Travis, Eds., The STEAM Revolution: Transdisciplinary Approaches to Science, Technology, Engineering, Arts, Humanities and Mathematics. Cham: Springer International Publishing, 2019. doi: 10.1007/978-3-319-89818-6.

[12] N. Karnthaworn, ‘Interdisciplinary Artists: The Collaboration of Interdisciplinary Artists Foster Interdisciplinary Education’, 2020, Accessed: Aug. 10, 2024. [Online]. Available: https://trace.tennessee.edu/utk_gradthes/5595/.

[13] J. Li, ‘Effective Strategies for Interdisciplinary Integration in STEAM Curriculum Design’, Trans. Soc. Sci. Educ. Humanit. Res., vol. 8, pp. 99–105, 2024.

[14] N. Sochacka, K. W. Guyotte, J. Walther, and N. N. Kellam, ‘Faculty reflections on a STEAM-inspired interdisciplinary studio course’, in 2013 ASEE Annual Conference & Exposition, 2013, pp. 23–597. Accessed: Aug. 10, 2024. [Online]. Available: https://www.researchgate. net/profile/ Nicola-Sochacka-2/publication/ 29002782 2 Faculty Reflections on_a_STEAM-Inspired_ Interdisciplinary_ Studio_Course/links/5697bf7c08aea2d74375bd89/Faculty-Reflections-on-a-STEAM-Inspired-Interdisciplinary-Studio-Course.pdf.

[15] R. Sanz-Camarero, J. Ortiz-Revilla, and I. M. Greca, ‘The impact of integrated STEAM education on arts education: A systematic review’, Educ. Sci., vol. 13, no. 11, p. 1139, 2023.

[16] C. Liao, ‘From Interdisciplinary to Transdisciplinary: An Arts-Integrated Approach to STEAM Education’, Art Educ., vol. 69, no. 6, pp. 44–49, Nov. 2016, doi: 10.1080/00043125. 2016. 1224873.