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Copy of STEM and The Arts: Developing the Four C's
Transcript of Copy of STEM and The Arts: Developing the Four C's
in the 21st Century STEM stands for:
Math "The game is changing. It isn't just about math and science anymore. It's about creativity imagination and, above all, innovation." - Business Week By including Arts Education into STEM we are further helping to develop the 4 C's; skills that future employers are seeking in their workforce.
These are the skills that will help students/workers be successful, innovative, and prepared for the future. The 4 C's Are:
1. Critical thinking and Problem Solving
4. Creativity and Innovation “The arts play an important role in providing American students a well-rounded education and can help them become tenacious, team-oriented problem solvers who are confident and able to think creatively.”
Arne Duncan, U.S. Secretary of Education STEAM Science
Math "If you teach all these things in relation to each other,
they make more sense and it is more engrained."
Georgette Yakman Creative critical action with STEM-A (Science, Technology, Engineering and Math through Art) is a philosophy which integrates exploration of STEM subjects through art inquiry. This approach to STEM education creates space for the instructor to include ethical, radical and inventive approaches to educating students. STEM + Art Innovation
Nation Innovation is the most prized human dexterity, and STEM education is a critical component of societies to produce innovative products. Inclusive solutions for humans Art and diversity need to be included in STEM education to foster a sustainable community of ethical technologists who create solutions for humans beyond industry. With the exploration of electronic arts, media and sciences, students gain valuable skills for using and working with complex STEM concepts, while integrating ethical, and critical thinking skills. Next Generation Ethics STEM acquired skills through artistic inquiry further the ability of users and creators to make educated decisions about innovative processes, products, or services; created or consumed. Critically Seeing STEM + Art = Matters Immersive Landscapes: Student fulldome photography Circuit Bending Yesterdays toys and discarded electronics are hacked, modified, and ‘bent’ (act of random short-circuiting) into low-voltage battery powered musical instruments. HACKING
Re-Appropriation Creative Critical Action E-Instrumental: Electric cigarbox guitar and amp building Resource
Audio Engineering Citrus Circuits Lemon Powered LED Dream catcher
Finding recycled materials (paper, material, wood, feathers, metals)
Metals, and natural materials as conductors (how many volts does a lemon have?)
History of Dream catchers/
Re-appropriating history and art.
Sustainable practices, alternative energy Partnership for 21st Century Learning A Map Towards the Acquisition of Twenty-first Century Learning Skills AEP Forum
Denver, October 22-23, 2010
Jim Palmarini, EdTA
Susan McGreevy-Nichols, NDEO
Scott C. Shuler, MENC
F. Robert Sabol, NAEA
Michael Blakeslee, MENC The map was created by six arts education service organizations: MENC: The National Association for Music Education
National Dance Educators Organization
National Arts Educators Association
American Alliance for Theatre & Education
Educational Theatre Association (EdTA)
National Dance Association With the support of the
Partnership for 21st Century Skills P21 is the leading advocate of 21st century workforce readiness for every student.
They provide tools and resources for U.S. education, with particular attention toward fusing the three Rs and the 4Cs.
Member leadership states currently include Arizona, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Massachusetts, Nevada, New Jersey, North Carolina, Ohio, South Dakota, Wisconsin, and West Virginia
Significant recent news: Key Kay, P21 executive director, retired and P21 and CCSSO have formed a “strategic management relationship” under which CCSSO will provide financial and human resources as well as house P21 employees
Learn more about the Partnership at http://www.21stcenturyskills.org What is the Arts Map? Thirteen social and workforce skills, with an equal number of lesson examples and their outcomes from the four disciplines of dance, music, visual arts, and theater at grades 4, 8, and 12.
A demonstration of how the 4Cs can be fused into the 3Rs in arts and other subject classrooms.
The 21st Century Learning Skills, as defined in the P21 Arts Map: Critical think and problem solving
Media literacy Information, Communication, and Technology literacy
Flexibility and Adaptability
Initiative and Self-direction
Social and Cross-cultural Skills Why an arts map? Because:
The arts are a core subject area under ESEA.
The arts teach social and workforce skills as well, if not better, than the other core subject areas.
In this era of testing, accountability, and tight budgets, the arts need to better articulate evidence of their value in the everyday curriculum beyond their discrete worth as an academic discipline.
“Business leaders and visionary thinkers concerned about preparation of students for the future know that the ability to be creative–a key 21st Century Skill– is native to the arts and is one of the primary processes learned through arts education. The examples in this Skills Map illustrate how the arts promote work habits that cultivate curiosity, imagination, creativity, and evaluation skills.”
From the Arts Skill Map Introduction Other factors Widespread endorsement of the recently released Common Core Standards in math and English and the growing STEM movement signal a strong commitment of resources toward tested subject areas, potentially at the expense of the arts
The changing face of the new Congress may prompt renewed and/or different demands for education reform that may further erode the Federal and state commitment to arts education. . What the data and reports say.. A 2010 IBM poll of 1,500 CEOs identified creativity as the number 1 leadership competency of the future.
A 2002 NGA report noted that creative thinking, problem solving, and communication skills contribute significantly to students’ workplace success.
The Conference Board’s 2007 Ready to Innovate report noted that school superintendents and corporate executives overwhelming agree that creativity and arts training is increasingly important in the workplace.
Tough Times, Tough Choices, the 2006 report from the New Commission on the Skills of the American Workforce, pointed to arts training as an essential skill for the future workforce. 2010 Critical Skills Survey
The American Management Association, in conjunction with P21, surveyed 2,115 managers and other executives about the needs of the 21st century workforce. The audience for the map Corporate leaders
Other arts education stakeholders The potential impact Ensure the continued inclusion of the arts as a core subject under ESEA.
Influence core teaching standards, assessment models, and pre-professional training of arts educators.
Supply a new perspective for a re-envisioning of the National Standards for Arts Education.
Become part of the dialogue of all arts education stakeholders in future education reform efforts on national, state, and local levels. The elements of the map Skills and their definitions
Sample student outcomes and examples
Supporting structures Arts Map Supporting Structures 21st Century Standards
Curriculum and Instruction
Learning Environments The Arts Map is not: A curriculum—it suggests what could be, not necessarily what is happening in classroom practice.
A comprehensive list of social and workforce skills and outcomes—it is intended to be a starting point.
Intended to supplant teaching practice at the expense of artistic skill and knowledge. The framework for 21st Century Learning 21st Century
for The Arts Understanding the Map Information, Communication,
and Technology Literacy Interdisciplinary Themes Creativity Communication Critical Thinking and Problem Solving Collaboration Productivity and Accountability Information, Communication, and Technology Literacy Social and Cross-Cultural Skills Media Literacy "Visual Arts education demands strong problem-solving skills, engages students in the processes of critical analysis, and prepares students for the give and take of collaborative work. All these perspectives, experiences and skills are central to adaptable and creative lives and careers, regardless of the path an individual student may take."
Stephen Immerman, President of Montserrat College of Art P21 and the Arts: “Education in the arts is more important than ever. In the global economy, creativity is essential. Today’s workers need more than just skills and knowledge to be productive and innovative participants in the workforce. Just look at the inventors of the iPhone and the developers of Google: they are innovative as well as intelligent. Through their combination of knowledge and creativity, they have transformed the way we communicate, socialize, and do business. Creative experiences are part of the daily work life of engineers, business managers, and hundreds of other work professionals. To succeed today and in the future, America’s children will need to be inventive, resourceful, and imaginative. The best way to foster that creativity is through arts education.”
Arne Duncan, U.S. Secretary of Education Arts Education Learning through the process of making art. Whether it is written, performed, sculpted, photographed, filmed, danced, or painted. Visual Thinking Strategies Visual Thinking Strategies is an Educational Program that uses art to foster kids’ capacities to observe, think, listen and communicate.” STEM + ART Effecting lifelong learning SmART Schools Project Zero Project Zero is an educational research group at the Graduate School of Education at Harvard University. Project Zero's mission is to understand and enhance learning, thinking, and creativity in the arts, as well as humanistic and scientific disciplines, at the individual and institutional levels. Real schools are putting these ideas into action. "SmART Schools is a K -12 research-based, comprehensive, whole-school reform initiative that places arts-infused communities of learning at the fulcrum." This model provides daily opportunities for all students to engage in, and demonstrate skills, knowledge, and understandings in and through the arts. The SmART Schools model seeks to ignite student creativity, imagination, and appreciation of the arts. Specifically SmART Schools' overarching goal is to help all students meet high standards of performance in the arts and other core academic subjects including Literacy/language arts, history/social studies, math and sciences. The Six Key SmART School Design Elements: 1. Teach the arts (dance, music, theatre, and visual arts) to every student, every classroom, every day! 2. Teach for Understanding in and Through the Arts: Design and implement rigorous standards-based, arts-infused curriculum, instruction and performance assessments. 3. Develop culturally responsive classroom practices that sharpen “cultural dispositions”necessary for teaching and honoring students from all cultural backgrounds. 4. Foster a personalized, safe, and inclusive school culture that promotes social justice. 5. Cultivate arts- centered professional learning communities supported by Collaborative Leadership Teams and ongoing professional development. 6. Build partnerships among family, school, community, arts and cultural organizations, and institutions of higher education. Create opportunities for learning through service to the community. Artful Thinking Artful Thinking is a program that was developed by Harvard Project Zero in collaboration with the Traverse City, Michigan Area Public Schools. The program was one component of a grant from the US Department of Education that aimed at developing a model approach for integrating art into regular classroom instruction. The purpose of the Artful Thinking Program is to help teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning. STEAM
ACTION Real Teachers
Creating STEAM Conclusion Arts Education supports critical thinking, cooperative learning and collaboration, creativity and innovation, problem solving, communication and creative dialogue. By emphasizing an education founded in Science, Technology,
Engineering, the Arts and Math, we are giving students opportunities for real world learning skills. Future employers of the 21st Century and beyond are seeking students with foundation skills in STEM areas, and the Arts strongly support those creative and innovative skills that will lead us in the future. With advocacy from President Obama and the Department of Education, the Arts are gaining attention in a time when many schools are drastically cutting programs. The Department of Education is calling for reinvestment in the Arts and reinstatement of vital programs. Arts Educations provides students with the skills they will need to prepare them as the future workforce of America; bringing America back into the playing field of Global competitiveness. References Center, E. D. (2006, December 1). SmART Schools. Retrieved May 2012, from Education Development
Gorman, M. (2009, November 29). What does the White House, County Music, President Obama, Fine
Arts, Steam, Arne Duncan, STEM, and Daniel Pink have to do with 21st Century Education? – Welcome to the Future! Retrieved April 2012, from 21 st Century Educational Technology and Learning • K12 educational transformation through technology : http://21centuryedtech.wordpress.com/2009/11/29/what-does-the-white-house-county-music-president-obama-fine-arts-steam-arne-duncun-stem-and-daniel-pink-have-to-do-with-21st-century-education-welcome-to-the-future/
Immerman, S. D. (2011). Letting off STEAM at Montserrat College of Art. England Journal of Higher
Partnership for 21st Century Skills, Overview of Framework. (n.d.). Retrieved April 2012, from
Partnership for 21st Century Skills: http://www.21stcenturyskills.org/
Platz, J. (2007). STEM to STEAM: How do you turn STEM into STEAM? Add the Arts! Ohio Alliance forArts
(2011). Reinvesting in Arts Education: Winning the Future Through Creative School. President’s
Committee on the Arts and Humanities.
Schools, S. (2011). SmART Schools. Retrieved May 2012, from About Us:
Tarnoff, J. (2012, October 14). STEM to STEAM -- Recognizing the Value of Creative Skills in the
Competativeness Debate. The Huffinton Post - Education .
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