From STEM to STEAM by Sousa, David A. -- Read -- Imperial Library of Trantor

Index

Cover Page Title Copyright Contents ACKNOWLEDGMENTS ABOUT THE AUTHORS INTRODUCTION

Looking to the Arts How This Book Can Help to Implement STEAM Chapter Contents Who Should Use This Book? What’s Coming?

1. Why STEM Should Become STEAM

The Power of the Arts

The Real Purpose of Schooling The Arts Are Basic to the Human Experience Why Teach the Arts?

The Arts and STEM Do Have Differences

STEM Learning Needs the Arts

What’s Coming? Major Points to Ponder

2. What Science Says About the Arts and Creativity

Brain Organization

A Note of Caution

Thinking and Learning

Convergent and Divergent Thinking Divergent Thinking Challenges the Brain—That’s a Good Thing! Divergent Thinking Changes the Brain—That’s a Better Thing! Why Don’t Schools Engage in More Divergent Thinking? Mind-Set: It Can Hinder or Improve Achievement

The Arts, STEM, and Creativity

Creativity Versus Intelligence Stages of Creative Thinking Everyone Can Be Creative Creativity in the History of Science Creativity in STEM Areas Does Technology Foster Creativity?

What’s Coming? Major Points to Ponder

3. Frequently Asked Questions About Integrating the Arts and STEM

What Are the Arts? Addressing Some Common Frequently Asked Questions

Question 1: How Can I Do This if I Am Not an Artist and I Am Not Creative? Question 2: What About Arts Integration Versus Art for Arts’ Sake? Question 3: Is There a Difference Between an Artist and a Teaching Artist? Question 4: Can a STEM Teacher Think Like an Artist and an Artist Think Like a STEM Teacher? Question 5: How Do I Make My Schedule Provide for Arts Integration? Question 6: Will Adding the Arts to STEM Affect My Students’ Test Scores? Question 7: What About Common Core State Standards? Curriculum? Textbook?

Arts Perception Worksheet What’s Coming? Major Points to Ponder

4. Implementing Arts Integration in the Primary Grades (K–4)

Importance of Movement Science, Mathematics, and the Arts in the Primary Grades

Organization of the School and Its Culture Self-Contained Versus Departmental Organization Planning Tips for Arts Integration Collaboration With Older Students in Mathematics—The “Buddy System” at Its Best! Arts Integration: A Solo Act or a Duet?

Ideas for Arts-Integrated Lesson Plans (Primary Grades)

Grade K—Mathematics Grade 2—Science

Multigrade Arts-Related Activities About Different Animals What’s Coming? Major Points to Ponder

5. Implementing Arts Integration in the Intermediate Grades (5–8)

A Day in the Life of a Middle School Student

Departmental Organization Challenges of Middle School Schedules Keeping Students Interested: Comparing Music and Science

Teacher to Teacher Collaborations

STEM Teacher and Arts Teacher Collaborations STEM Teacher and Guest Teaching Artist Collaborations Let’s Hit the Road! Making a STEAM Class Trip Relevant Guidelines for the Lesson Plan Format Grade 7—Science Grade 6—Mathematics

What’s Coming? Major Points to Ponder

6. Implementing Arts Integration in the High School Grades (9–12)

STEAM and the Culture of the High School

Remembering the Purpose of High Schools The Value of Grit Arts Classes, Arts Integration, or Both? The Arts Show the Human Side of STEM Planning for an Arts-Integrated Lesson: Rerun or New Show?

Pushing STEAM Along Sample Comparisons of Traditional STEM and Arts-Integrated STEAM Lessons Science (Biology)—Grades 9 to 12: “It’s Alive!”: Creating the Human Skeletal Form and Systems From Found Objects Mathematics/Science—Grades 9 to 12: “Living Land”: Designing and Building a Community Garden What’s Coming? Major Points to Ponder

7. STEAM Lesson Plan Appetizers in Science, Technology, and Engineering

The Appetizers

Science—Grade K: “My World Through My Eyes” Science—Grades 1 to 5: Habitat Science—Grades 1 to 8: Earth to Table Science—Grades 3 to 9: Digest-a-Fabric Science—Grades 3 to 9: Learning Pitch/Frequency With a Bottle Xylophone Science—Grades 3 to 12: Using Drama in Science Lessons Science—Grades 5 to 9: “Cell Creation” Science—Grades 5 to 9: Using Mobiles to Teach About Levers Science—Grades 6 to 12: “Born This Way” Science—Grades 9 to 12: “The Case of the Origins of Life”: Sherlock Holmes’ “Bigger Than Life” Case! Science—Grades 9 to 12: Earth Structures Described Through Mime and Theater Science—Grades 9 to 12: Learning About Nature Through Watercolor

What’s Coming? Major Points to Ponder

8. STEAM Lesson Plan Appetizers in Mathematics

The Appetizers

Mathematics—Grades 2 to 3: “Oceans of Time” Mathematics—Grades 3 to 12: Using Drama in Mathematics Lessons Mathematics—Grades 3 to 6: Introducing Artists in Mathematics Lessons Mathematics—Grades 6 to 8: “Fave Films and Probability” Mathematics—Grades 9 to 12: Using Fibonacci to Make Memorable Music Mathematics—Grades 9 to 10: A Geometry Field Hunt Mathematics—Grades 9 to 12: “Millennium Mural”

What’s Coming? Major Points to Ponder

9. Putting It All Together

A Few General Guidelines for K–12 Lessons

Theory of Multiple Intelligences Bloom’s (Revised) Taxonomy Is Alive and Well

Sample K–12 Lessons: Examples of Arts-Related Activities in Science Topics

Simple Machines Observing Plants and Animals Through Journaling Part I of Color, Light, and Movement Part II of Color, Light, and Movement Periodic Table of the Elements Objects in the Universe—Stained Glass Mural Building Models of Cells (Plant and/or Animal)

Sample Template for Designing a STEAM Unit Across Grade Levels Professional Development to Maintain STEAM

Role of the Building Principal/Head Teacher Peer Coaching Study Groups Action Research Workshops on New Research Maximizing Professional Development

Conclusion Major Points to Ponder

RESOURCES REFERENCES INDEX

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