Abstract:

Though the importance of art, theater, and music has historically been overlooked in favor of STEM (Science, Technology, Engineering, Math) subjects, the arts have enjoyed a recent resurgence of popularity and funding in both formal and informal learning environments. STEAM (STEM+Arts) educators are in greater demand than ever, and with that demand comes certain challenges. Many learning centers have made an effort to include arts and design components in STEM programs; however, the arts themselves have been slower to introduce STEM elements into their curriculum.

In many cases, this results in a loss of student engagement and enrollment in traditional arts programs. With an emphasis on creativity, hands-on learning and multi-sensory input, art, music and theater are often very popular subjects for younger students. However, as students age, they often lose interest and confidence in their abilities. Courses such as music theory and art history which are meant to deepen understanding and appreciation for the subjects are often taught in a way that exacerbates this disconnect, especially for those who struggle with dyslexia and other learning differences.

While working as a music teacher, art history teacher, and gaming coach, I developed a program that I believe will serve as a helpful model for teachers looking to upgrade their curriculum to be more inclusive and appeal to students in an ever-changing and technology-saturated world. What began as a more traditional art history course transformed into a year-long immersive experience that provided students with the opportunity to create projects based on famous works of art, to connect with their classmates and community, to work through complex ethical issues (e.g. art theft, artificial intelligence, copyright, piracy), and to manage their own money. Though this art history class serves as a model and case study, it is exportable to other arts disciplines as well.

My presentation offers a concrete plan to make existing arts curriculum more interesting and accessible by centering students as participants in an art community, rather than artists working alone. By allowing them to take on roles as creators, collectors, and supporters, educators can provide opportunities for students to participate in ways that best suit their interests and learning styles regardless of artistic, musical, or acting ability. I also include suggestions for seamlessly integrating science, technology, and math into arts curriculum in a fun, low-cost, and effective way.

Keywords:

STEAM, STEM, interdisciplinary, art history, curriculum, arts, student support, gamification, inclusivity, learning differences