The disciplinary borderlands of education: art and STEAM education

• Graham, Mark A. ^[1]
  1. [1] Brigham Young University

     Brigham Young University

     Estados Unidos

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 44, Nº 4, 2021 (Ejemplar dedicado a: STEAM education: Contributing evidence of validity and effectiveness / Educación STEAM: Aportando pruebas de validez y efectividad), págs. 769-800
• Idioma: inglés
• DOI: 10.1080/02103702.2021.1926163
• Títulos paralelos:
  • Los límites disciplinares de la educación: arte y educación STEAM
• Enlaces
  • Texto completo
• Resumen
  • español

    El énfasis escolar en las disciplinas STEM (Ciencias, Tecnología, Ingenierías y Matemáticas, por sus nombres en inglés) ha provocado que los defensores de la formación artística propongan la inclusión de las artes en el estudio de estas materias, transformando así la educación STEM en STEAM. Sin embargo, es importante que los principios globales tradicionalmente esgrimidos por la educación de las artes liberales, el arte y la educación, no se pierdan en el enfoque de la educación STEAM y que el arte no se vea reducido al rol de potenciador cognitivo de otras materias STEM. La educación STEAM está estrechamente vinculada a las ideas y la investigación sobre la integración de las artes y su puesta en práctica suele utilizar el método design thinking (pensamiento basado en el diseño). La aplicación de este tipo de razonamiento como método de colaboración interdisciplinar tiene muchos vínculos con la práctica de la educación STEAM en las escuelas. Las investigaciones que describen la integración de las artes también son relevantes en el modo de integrar el arte en la educación STEAM. En este artículo se describen los fundamentos de la educación STEAM y se pone de relieve cómo el trabajo de artistas contemporáneos facilita ejemplos generativos de la puesta en práctica de una educación STEAM. Se exploran tanto las potencialidades como las limitaciones de este enfoque educativo.

  • English

    The emphasis on STEM disciplines in schools has caused advocates for art education to propose the addition of the arts to the study of science, technology, engineering and mathematics, transforming STEM into STEAM. However, it is important that the larger purposes of art and education that have traditionally been embraced by the liberal arts are not lost in STEAM education and that the arts are not reduced to a role of cognitive enhancer for other STEM subjects. STEAM education is closely linked to ideas and research about arts integration and is often implemented using the methods of ‘design thinking’. The use of design thinking as a method for interdisciplinary collaboration has many connections to how STEAM education is practise d in schools. Research describing arts integration is also relevant to how art is included in STEAM education. This article describes rationales for STEAM education and how the work of contemporary artists provides generative examples of how STEAM education might be put into practice. Both the affordances and limitations of STEAM education are explored.

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