Abstract:

The purpose of this research is to use the different artistic media to teach and learn the different units of inquiry in a school in Colombia. The objective is to use art as a language and facilitate the communication of students who have difficulties or diverse abilities through the development of a teaching strategy applied to the STEAM approach. To carry this out, a research, action, and participation methodology was developed, in which several actors configured a didactic strategy centered on art. The strategy tends to configure a mechanism of integration of all the knowledge of the school through art. The results were found to allow to demonstrate the importance of aesthetic assessment in various academic activities to strengthen comprehensive development. In the same way, this research seeks to continue working to ratify the importance of aesthetic evaluations as elements that facilitate learning. The author pretends to help our children to find their language to communicate their ideas, feelings, and concepts. Children have abilities to communicate effectively, but there are a big number of students that have special needs because their communication is not fully developed; which makes it difficult for them to express their needs. Is clear for educators that the process of learning needs to be enjoyable, so the goal is to help children to make decisions about how they want to learn and have meaningful and pleasurable learning.

Keywords:

Art media, unit of inquiry, language, communication, meaningful learning, motivation, STEAM.