An object-oriented curriculum theory for STEAM: Boundary shifters, materiality and per(form)ing 3D thinking

Knochel, Aaron D.

doi:10.1386/eta.14.1.35_1

Cited by 19 publications

(23 citation statements)

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“…Here again, however, the tensions between Macht and Lassen technologies will be at playas explored in an array of sci-fi narratives (see, for instance, Stengers, 2018). STEM to STEAM pedagogical proposals (Knochel, 2018) that incorporate some of this line of thinking, propose to insert not just A(rt) or A(esthetics) into wild science-education but to dwell, pedagogically, on A(istheis)-to pedagogically cull the ethico-political force of the emergent assemblage, and to dwell on what this means for design pedagogy.…”

Section: Differencementioning

confidence: 99%

The Necessity of an Immanent Pedagogy of In|difference in the Shadow of the Anthropocene

Jagodziński¹

2021

Matter (Barc.)

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Life can be theorised actively (liveliness) or passively, or as entangled. What does this mean for pedagogy within the Anthropocene? This essay speculatively develops the concept immanent pedagogy of in|difference to explore such a question. This involves an engagement with various expressions of new materialisms, presenting a case as to how the passivity of an indifferent life needs to be recognised to mitigate the excessive claims of life from personalist modernist instrumentalism to neo-Darwinian accounts.

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Section: Differencementioning

confidence: 99%

The Necessity of an Immanent Pedagogy of In|difference in the Shadow of the Anthropocene

Jagodziński¹

2021

Matter (Barc.)

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“…How do digital objects sustain durable material relationships to engender and/or encumber ontological assemblages? I've previously argued against the material cynicism 5 focused on digital making, and advocated for engaging the materiality of data-bodies in art education and curriculum theory (Knochel, 2018;Knochel & Patton, 2015). I'd like to pursue further the digital object within this network ontology by considering what I have referred to as per(form)ing.…”

Section: Per(form)ing the Matter Of Digital Objectsmentioning

confidence: 99%

Post Scripts in the Present Future: Conjuring the Post-conditions of Digital Objects

Knochel

2021

Post-Digital, Post-Internet Art and Education

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Navigating the post-conditions of digital objects, from post media to post-internet, this chapter explores how might making and learning in art and media education respond to pervasive connectivity that blurs online and offline distinctions. In an attempt to anticipate a future of algorithms, connectivity, and issues of access, an argument to advance a range of theoretical tools that may provide insight as to the immanent qualities of data and connectivity that impact making and learning in the arts is made. Focusing on posthumanism and post-theories constructed to provoke the dynamism of materiality, digital objects are conceptualized to understand new opportunities for contemplating how artists working in 3D modeling and digital fabrication may offer insights into the possibility of making meaning at this moment.

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“…Menai integralia STEAM ugdymo dalimi tapo tik XXI amžiaus pradžioje nustačius, jog STEM dalykų integravimas nedavė laukiamų rezultatų: mokiniai vertino šių disciplinų mokymąsi kaip sunkų ir neįdomų, fiksuotas nedidelis mokinių pasiekimų padidėjimas, STEM ugdymas tik neženkliai paskatino domėjimąsi inžinierinėmis bei technologinėmis profesijomis (Costantino, 2018;Perignat & Katz-Buonincontro, 2019;Yakman, 2008). Įtraukus menus tikėtasi ugdymo proceso bei jo rezultatų inovatyvumo (Costantino, 2018;Hansen, 2014), stipresnės mokinių mokymosi motyvacijos (Hunter-Doniger, 2018), įvairiapusių patirčių įgijimo (Allina, 2018), platesnio STEAM programų pritaikomumo (Knochel, 2018).…”

Section: įVadasunclassified

“…Mokslininkai mini dvejopą menų paskirtį integruojant meninio ugdymo disciplinas į STEAM ugdymą. Instrumentinė menų paskirtis siejama su mokinių emocinio įsitraukimo į ugdymo(si) procesus stiprinimu (Costantino, 2018), akademinių pasiekimų gerinimu (Payton et al, 2017), bendradarbiavimo gebėjimų (Knochel, 2018), kūrybinio bei kritinio mąstymo (Peppler & Wohlwend, 2018) ugdymu. Įžvelgiama ir giluminė menų paskirtis -išryškinant galimybes per menines veiklas mokiniam patirti nuostabos ir atradimo jausmą, eksperimentuoti idėjomis, medžiagomis, daiktais (Glass & Colleen, 2016), kelti ir spręsti aktualias žmogaus ir visuomenės būties problemas (Hunter-Doniger, 2018), atrasti naujas mokymosi prasmes (Welch, 2011).…”

Section: įVadasunclassified

Integration of Arts in Steam Projects: Experience of Primary School Teachers

Girdzijauskienė

Šmitienė

2020

GU/NSE

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STEAM education is named as one of the priorities of Lithuanian education, responding to the need to promote a culture of innovation at school and to develop students' creative and critical thinking. The search for opportunities of integration of the subjects of arts and sciences into teaching / learning processes involve researchers and practitioners from various fields (engineering, education, arts, culture, and technological innovation). The numbers of scientific publications on the concept of STEAM education and on the role of arts in it that have been increasing over the last decade testify to the scientific community's attention to the issue, however, they also raise so far unanswered questions about the integration of arts into STEAM theory and practice. Researchers address several problematic areas in STEAM education: insufficient analysis of practical cases, limited preparedness of teachers to implement STEAM projects, and one-sided interpretation of the purpose of arts. Not much is known about how teachers’ value personal experiences in arts integration, how effective the inclusion of arts in the context of STEAM education is, and what the dynamics of STEAM discipline integration is. The aim of this study is to find out why and how primary school teachers integrate arts into STEAM projects, what challenges they face, and how they assess their competencies to ensure arts integration. To achieve the aim of the research, a focus group discussion with teachers working at two Lithuanian primary schools and implementing STEAM projects was chosen as the main data gathering method. The results of the focus group discussion revealed that the teachers preferred an arts-enhanced model of STEAM subject integration mostly through visual arts (drawing, photography, collage, and sculptural elements by gluing). Arts were applied with the aim of diversifying students' academic activities and enriching them with emotional experiences. The research participants saw the following advantages of including arts in STEAM projects: increasing the choice of activities and tools, enhancing students' engagement in learning processes, developing leadership and cooperation skills, maintaining learning motivation, improving critical and creative thinking skills, and linking learning to life. The limitations of teachers' competence to integrate arts into STEAM projects became apparent as well: insufficient knowledge of forms and ways of artistic expression, distrust of their own artistic abilities, and a lack of experience in cooperation with art teachers and artists. Based on the research findings, the directions of further research were formulated, the most relevant ones being an analysis of specific STEAM projects and the modelling of multidimensional STEAM projects. Keywords: STEAM projects, arts integration, primary school teachers

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An object-oriented curriculum theory for STEAM: Boundary shifters, materiality and per(form)ing 3D thinking

Cited by 19 publications

References 0 publications

The Necessity of an Immanent Pedagogy of In|difference in the Shadow of the Anthropocene

The Necessity of an Immanent Pedagogy of In|difference in the Shadow of the Anthropocene

Post Scripts in the Present Future: Conjuring the Post-conditions of Digital Objects

Integration of Arts in Steam Projects: Experience of Primary School Teachers

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