Rationale: How will these goals be implemented?
Each of these goals will be systematically and fluidly implemented at the same time! Being sensitive and observant during each activity will help decide the direction to steer the unit and learning outcomes. Every consecutive year will build upon the successes of the pervious.
One of the strongest justifications for expanding a STEM program to include the arts is that this provides the opportunity to include Project-Based Learning. (PBL) Project-Based Learning gives the student a sense of ownership in the work they create. Having a degree of personalization and authentic interest and personal expression enhances whatever subject matter is being introduced or learned. All aspects of Science, Technology, Engineering, and Math can be enhanced and made more meaningful through the addition of art concepts and the philosophy of art education. Let us also remember that design itself is a part of the creative process or design cycle which is what art is most known for. Design is an inherent component of art; it is not an addition to the art process, but central to the process and product. Art, without a doubt, is a formidable and notable process!
Moreover, the exploration, imagination, and discovery that takes place within the art process is the fuel that fires all other subjects which may be more focused on gathering facts, knowledge, and computations. These subject areas do not need to relay strictly on information gathering when there can be more than conceptual learning and include constructivism, which fuels innovation in those areas. Art also heavily relies on the constructivist model – constructing knowledge from experience. Art is an experiential!
The importance of art is that it maintains and protects the imagination. Imagination is innate, but through much of early education the imagination is squelched and almost nearly snuffed out. Without constant reinforcement for children to continue to practice using their imagination and applying visualization skills the imagination begins to diminish. By the second, third, or fourth grade I have seen the miraculous imagination begin to fade away. Even if imaginative thinking does not diminish, it certainly remains the same and is not increased without purposeful attention and practice given to this unique area of thought – imaginative thinking skills are critical to developing STEM / STEAM approaches to learning.
With PBL the product and the process are equally important; there has often been debate on which is more important – the product or the process, but it is the balance of both that ensures quality, safe, innovations and inventions. If you do not believe that the product is important then do you wonder who designed and planned the airplane that you take? Perfectionism does have a place in the design cycle. Lately, perfectionism has come under scrutiny, and I feel unjustly so. As a personality trait perfectionism may not be advantageous but as far as deign is concerned it is essential; just ask an architect or engineer. I recently heard a colleague saying that there was no need to worry about the end product that only the process was important. This ideology may have dire setbacks as students grow into adulthood into careers that require a sense of perfect design and engineering for health and safety concerns. Art can instill this ideology into the practical nature while constructing and creating and especially in prototyping.
Art not only has a unique ability of putting STEM into context, but also into action! Experimentation is an important area of art and learning to manipulate materials and use tools that meet the task are imperative when in relation to Science and Technology and Engineering. Being Action Oriented also allows art to be a catalyst for decision making. Decision making skills are inherent to life skills and being able to formulate and synthesize them make a calculated or intuitive decision can be practice during the entire art process. “Personal and societal decisions in the 21st century increasingly require scientific and technological understanding. Whether about health, the environment, or technology, a certain level of scientific knowledge is vital to informed decision making”. (National Research Council, 2011.). Decisions are made at every step of the artistic process and art is guided by inquiry. Especially when administering the IB International Baccalaureate programs of PYP MYP and IB.
All of these areas serve each other well and exemplify the strength and expand and deepen the understanding of each individual area to add a unique cohesiveness. To build upon each to reinforce the strength of all; much like gestalt; some like to say that while they are participating in the design process that they are ‘gestalting’.
Over the decades, I witnessed that math and science have become more ‘hands-on’; Marilyn Burns was a pioneer in using math manipulatives which worked wonders for children learning math concepts. Art has always been ‘hands-on’, so again these aspects of art can be further embedded as experiential, comfortable skill application; math and science can only be improved upon by considering new ways to investigate, manipulate and create through art integration. Lastly, art is guided by inquiry. The importance of the inquiry method can be proven by the importance that it is given in NGSS Science curriculum. A simple search can show standards that are important to combine in planning and approaches to learning and instruction. “Students who demonstrate understanding can: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool”. (NGSS, n.d.).
Especially when administering the IB International Baccalaureate programs of PYP MYP and IB. The creative cycle begins and ends with inquiry.
Addendum: I would like to stress that all areas are of equal importance and not that the art area is in a competitive state with the STEM areas. At times art educators have felt the need to justify their program because the arts have been so misunderstood in the past. Integration of core subject areas into art and visa-versa has helped to tear down the walls of misunderstanding to where a true interrelationship can at last be made. This generation of students hopefully will be able to see the arts, not as a stand-alone, or art for the sake of art, but as a vital component into academia. The visual arts have always been academic, but this has rarely been recognized in the past but at last through integration is becoming better understood.
The last consideration is reflecting upon Kotter’s Steps for Leading Change. Kotter’s Steps for Leading Change can work well in both business and educational settings. The one area that needs to be adjusted more for an educational environment is to not focus on a sense of urgency. Although it is understandable how urgency can bring people together to act for a common cause, in the educational setting topics for change should not be initiated from a sense of rush or pressure. Often poor or rash decisions are made if teachers or administrators feel a sense of haste or pressure to ‘get things done especially in an expediated fashion. As stated by Jeremy Roschell, “One typical failure pattern is that the most adventuresome teachers/early adopters recommend what to purchase based on their success. But the next set of teachers have different professional development needs than the early adopters did, and this is not recognized.”(Educational Institutions, n.d.). Therefore, the first step in Kotter’s framework might be better rephrased or offering a new terminology. One way Kotter’s Steps will help with this problem is by setting up leadership committees or think tanks.
Developing a coalition and developing a change of vision is a wonderful way to bring together those that seek to enhance achievement in a school or school system. This promotes and propels positive motivation and motion forward to accomplish well-thought-out goals and agreed upon perceived desired outcome. Setting up a leadership committee or a think-tank with a variety of people with varying ideas and backgrounds can help when trying to consider all aspects from many angles and perspectives. So not just bringing together like-minds but many mindsets.
The action words – communication, empowering, and generating are all effective at encouraging others to buy into and also take formidable action for positive change. The fruition of the stated goals – even small steps made by ‘chunking’ or smaller steps taken will add up to achieve the final outcome. Pacing would be another good verb for action-taking.
As we have all learned through successful adventures and undertakings – never let up; never give up as Kotter’s Step seven suggests and this is the perfect opportunity for a shared vision of support to lift everyone up and also help them to feel invested and that they are ‘a part of the plan’ and to not lose sight of the plan and what is hoped to be accomplished. The goal of defining knowledge and student skills that are needed to thrive is not to be taken lightly; this is an admirable cause. One way that can lead a STEAM program is by locating the standards using the generating tool on the website Read the Standards. “To learn more about the standards, click here. To learn more about the NGSS Appendices, click here”; it cannot be more helpful or efficient in designing a suitable, personalized STEAM curriculum than this! (Read the standards, n.d.). This will be important when investigating the best application of a standard of certain disciplinary core ideas, specific disciplines, approaches and practices, and performance expectations. I cannot wait to give it a try!
References
Educational Institutions - Kotter's 8 Step Change Model. Google Sites. (n.d.). https://sites.google.com/site/kotters8stepchangemodel/educational-institutions.
K-2-ETS1 Engineering Design. K-2-ETS1 Engineering Design | Next Generation Science Standards. (n.d.). https://www.nextgenscience.org/dci-arrangement/k-2-ets1-engineering-design
National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Board on Testing and Assessment; Committee on Highly Successful Schools or Programs for K-12 STEM Education, Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics 2011)
Read the Standards | Next Generation Science Standards. (n.d.). https://www.nextgenscience.org/search-standards
Each of these goals will be systematically and fluidly implemented at the same time! Being sensitive and observant during each activity will help decide the direction to steer the unit and learning outcomes. Every consecutive year will build upon the successes of the pervious.
One of the strongest justifications for expanding a STEM program to include the arts is that this provides the opportunity to include Project-Based Learning. (PBL) Project-Based Learning gives the student a sense of ownership in the work they create. Having a degree of personalization and authentic interest and personal expression enhances whatever subject matter is being introduced or learned. All aspects of Science, Technology, Engineering, and Math can be enhanced and made more meaningful through the addition of art concepts and the philosophy of art education. Let us also remember that design itself is a part of the creative process or design cycle which is what art is most known for. Design is an inherent component of art; it is not an addition to the art process, but central to the process and product. Art, without a doubt, is a formidable and notable process!
Moreover, the exploration, imagination, and discovery that takes place within the art process is the fuel that fires all other subjects which may be more focused on gathering facts, knowledge, and computations. These subject areas do not need to relay strictly on information gathering when there can be more than conceptual learning and include constructivism, which fuels innovation in those areas. Art also heavily relies on the constructivist model – constructing knowledge from experience. Art is an experiential!
The importance of art is that it maintains and protects the imagination. Imagination is innate, but through much of early education the imagination is squelched and almost nearly snuffed out. Without constant reinforcement for children to continue to practice using their imagination and applying visualization skills the imagination begins to diminish. By the second, third, or fourth grade I have seen the miraculous imagination begin to fade away. Even if imaginative thinking does not diminish, it certainly remains the same and is not increased without purposeful attention and practice given to this unique area of thought – imaginative thinking skills are critical to developing STEM / STEAM approaches to learning.
With PBL the product and the process are equally important; there has often been debate on which is more important – the product or the process, but it is the balance of both that ensures quality, safe, innovations and inventions. If you do not believe that the product is important then do you wonder who designed and planned the airplane that you take? Perfectionism does have a place in the design cycle. Lately, perfectionism has come under scrutiny, and I feel unjustly so. As a personality trait perfectionism may not be advantageous but as far as deign is concerned it is essential; just ask an architect or engineer. I recently heard a colleague saying that there was no need to worry about the end product that only the process was important. This ideology may have dire setbacks as students grow into adulthood into careers that require a sense of perfect design and engineering for health and safety concerns. Art can instill this ideology into the practical nature while constructing and creating and especially in prototyping.
Art not only has a unique ability of putting STEM into context, but also into action! Experimentation is an important area of art and learning to manipulate materials and use tools that meet the task are imperative when in relation to Science and Technology and Engineering. Being Action Oriented also allows art to be a catalyst for decision making. Decision making skills are inherent to life skills and being able to formulate and synthesize them make a calculated or intuitive decision can be practice during the entire art process. “Personal and societal decisions in the 21st century increasingly require scientific and technological understanding. Whether about health, the environment, or technology, a certain level of scientific knowledge is vital to informed decision making”. (National Research Council, 2011.). Decisions are made at every step of the artistic process and art is guided by inquiry. Especially when administering the IB International Baccalaureate programs of PYP MYP and IB.
All of these areas serve each other well and exemplify the strength and expand and deepen the understanding of each individual area to add a unique cohesiveness. To build upon each to reinforce the strength of all; much like gestalt; some like to say that while they are participating in the design process that they are ‘gestalting’.
Over the decades, I witnessed that math and science have become more ‘hands-on’; Marilyn Burns was a pioneer in using math manipulatives which worked wonders for children learning math concepts. Art has always been ‘hands-on’, so again these aspects of art can be further embedded as experiential, comfortable skill application; math and science can only be improved upon by considering new ways to investigate, manipulate and create through art integration. Lastly, art is guided by inquiry. The importance of the inquiry method can be proven by the importance that it is given in NGSS Science curriculum. A simple search can show standards that are important to combine in planning and approaches to learning and instruction. “Students who demonstrate understanding can: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool”. (NGSS, n.d.).
Especially when administering the IB International Baccalaureate programs of PYP MYP and IB. The creative cycle begins and ends with inquiry.
Addendum: I would like to stress that all areas are of equal importance and not that the art area is in a competitive state with the STEM areas. At times art educators have felt the need to justify their program because the arts have been so misunderstood in the past. Integration of core subject areas into art and visa-versa has helped to tear down the walls of misunderstanding to where a true interrelationship can at last be made. This generation of students hopefully will be able to see the arts, not as a stand-alone, or art for the sake of art, but as a vital component into academia. The visual arts have always been academic, but this has rarely been recognized in the past but at last through integration is becoming better understood.
The last consideration is reflecting upon Kotter’s Steps for Leading Change. Kotter’s Steps for Leading Change can work well in both business and educational settings. The one area that needs to be adjusted more for an educational environment is to not focus on a sense of urgency. Although it is understandable how urgency can bring people together to act for a common cause, in the educational setting topics for change should not be initiated from a sense of rush or pressure. Often poor or rash decisions are made if teachers or administrators feel a sense of haste or pressure to ‘get things done especially in an expediated fashion. As stated by Jeremy Roschell, “One typical failure pattern is that the most adventuresome teachers/early adopters recommend what to purchase based on their success. But the next set of teachers have different professional development needs than the early adopters did, and this is not recognized.”(Educational Institutions, n.d.). Therefore, the first step in Kotter’s framework might be better rephrased or offering a new terminology. One way Kotter’s Steps will help with this problem is by setting up leadership committees or think tanks.
Developing a coalition and developing a change of vision is a wonderful way to bring together those that seek to enhance achievement in a school or school system. This promotes and propels positive motivation and motion forward to accomplish well-thought-out goals and agreed upon perceived desired outcome. Setting up a leadership committee or a think-tank with a variety of people with varying ideas and backgrounds can help when trying to consider all aspects from many angles and perspectives. So not just bringing together like-minds but many mindsets.
The action words – communication, empowering, and generating are all effective at encouraging others to buy into and also take formidable action for positive change. The fruition of the stated goals – even small steps made by ‘chunking’ or smaller steps taken will add up to achieve the final outcome. Pacing would be another good verb for action-taking.
As we have all learned through successful adventures and undertakings – never let up; never give up as Kotter’s Step seven suggests and this is the perfect opportunity for a shared vision of support to lift everyone up and also help them to feel invested and that they are ‘a part of the plan’ and to not lose sight of the plan and what is hoped to be accomplished. The goal of defining knowledge and student skills that are needed to thrive is not to be taken lightly; this is an admirable cause. One way that can lead a STEAM program is by locating the standards using the generating tool on the website Read the Standards. “To learn more about the standards, click here. To learn more about the NGSS Appendices, click here”; it cannot be more helpful or efficient in designing a suitable, personalized STEAM curriculum than this! (Read the standards, n.d.). This will be important when investigating the best application of a standard of certain disciplinary core ideas, specific disciplines, approaches and practices, and performance expectations. I cannot wait to give it a try!
References
Educational Institutions - Kotter's 8 Step Change Model. Google Sites. (n.d.). https://sites.google.com/site/kotters8stepchangemodel/educational-institutions.
K-2-ETS1 Engineering Design. K-2-ETS1 Engineering Design | Next Generation Science Standards. (n.d.). https://www.nextgenscience.org/dci-arrangement/k-2-ets1-engineering-design
National Research Council; Division of Behavioral and Social Sciences and Education; Board on Science Education; Board on Testing and Assessment; Committee on Highly Successful Schools or Programs for K-12 STEM Education, Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics 2011)
Read the Standards | Next Generation Science Standards. (n.d.). https://www.nextgenscience.org/search-standards
