The$Arts:$ ThePowerbehindSTEM$ ·...
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The Arts: The Power behind STEM Presented by R. Scot Hockman Education Associate for the Visual and Performing Arts South Carolina Department of Education
Transcript of The$Arts:$ ThePowerbehindSTEM$ ·...
The Arts: The Power behind STEM
Presented by R. Scot Hockman
Education Associate for the Visual and Performing Arts South Carolina Department of Education
* The term STEM was coined by Dr. Judith Ramaley
* Ramaley's concept of STEM situates learning in the context of solving real world problems or creating new opportunities/pursuits of innovation. * Spurred by a public and private sector push for global
competitiveness, STEM has become a lightning rod for education in 2010.
* Connecting STEM and Arts (TEAMS) to Spur U.S. Innovation: Part 1 of 5 * Today's guest blogger is Jim Brazell(1), a technology forecaster, author, public
speaker, and consultant.
What is all this STEM about?
* What the arts can do for STEM, * What STEM can do for the Arts, * Integration and infusion of the arts in other content areas and vice versa, * How the arts are embedded in the work of STEM, * Transferrable skills and the need for STEM students and
ALL students to be a part of an arts experience.
What is all this STEAM about?
* The movement is about transformative practices in education that unify knowing and doing/theory and application. * Jim Brazell, Futurist
Melding of Content Areas
* What do you think about the value of the arts in S T E M?
* What significance do the arts have in these areas?
* What significance do the arts have in the lives of students who are involved in areas other than the arts?
STEAM/TEAMS/STREAM
* Robert and Michele Root-‐Bernstein as printed in Psychology Today
* We've argued that the arts are essential for the development of scientific imagination
* The arts stimulate economic development by fostering scientific and technological innovation.
What others are saying about STEAM
* Science educators have begun to realize that the skills required by innovative STEM professionals include arts and crafts thinking. * Visualizing, recognizing, and forming patterns, modeling and getting a "feel" for systems, as well as the manipulative skills acquired in the use of tools, pens, and brushes, are all demonstrably valuable for developing STEM capability. * www.psychologytoday.com -‐ November 15, 2011 3:17 PM
From Psych Today
* Illustration of some of the thinking tools that artists and scientists share, derived from autobiographical material and interviews with highly creative scientists and artists, from the book Sparks of Genius: The Thirteen Thinking Tools of the World¹s Most Creative People by Robert and Michèle Root-‐Bernstein, 1999.
* Drawing by and courtesy of Robert Root-‐Bernstein © * http://artworks.arts.gov/?tag=nea-‐and-‐nsf
* Robert Root-‐Bernstein is the keynote speaker at SCCAE in 2015
* Proprioceptive-‐A sensory receptor, found chiefly in muscles, tendons, joints, and the inner ear, that detects the motion or position of the body or a limb by responding to stimuli arising within the organism.
* National Science Foundation (NSF) and the * National Endowment for the Arts (NEA) * fund productive research and * teaching at the intersections between these sets of
disciplines. (Arts and Sciences) Follow the blog including these topics * A New Culture: Integrated Metaphoric Life? Symbiotic Art & Science, Part 5 Artists and Scientists: A Question of Creativity * http://artworks.arts.gov/?tag=nea-‐and-‐national-‐science-‐
foundation
A Meeting of Minds
* "At Boeing, innovation is our lifeblood. The arts inspire innovation by leading us to open our minds and think in new ways about our lives -‐ including the work we do, the way we work, and the customers we serve."
W. James McNerney, Jr., Chairman, President and Chief Executive Officer, The Boeing Company
* "We are a company founded on innovation and believe the arts, like science and engineering, both inspire us and challenge our notions of impossibility."
George David, Chairman and Chief Executive Officer,
United Technologies Corporation
* "The arts foster creativity, and creativity is central to our business strategy. Indeed, we believe there is a strong link between the creativity nurtured by the arts and scientific creativity. If our scientists are stimulated through their involvement with the arts, then it's ultimately good for our business -‐-‐ and our community.
Randall L. Tobias,
Chairman of the Board and CEO, Eli Lilly and Company
* "A good well-‐rounded education must include the study of both the arts and the sciences. As a company we explore the synergies between arts and science. Of all subjects, the arts and sciences are the closest and most interrelated. They offer complementary ways of understanding the same object or event... They also teach critical thinking, creativity and curiosity -‐ skills that make for an educated and innovative work force."
Helge W. Wehmeier, President and
Chief Executive Officer, Bayer Corporation
* The data our scientists and engineers provided to us demonstrate that the more arts and crafts a person masters, the greater their probability of becoming an inventor or innovator. * Honors College graduates in the sciences, technology, engineering and math were three to eight times as likely to have had lessons in any particular art or craft as the average American. Those Honors College graduates who have founded companies or produced licensed patents have even higher exposures to arts and crafts than the average Honors College scientist or engineer.
The More Arts the Better
* Honors College scientists and engineers reached this conclusion themselves. Eighty-‐one percent of the respondents to our survey recommend arts and crafts education as a useful or even essential background for a scientific or engineering innovator.
Honors College Recommend the ARTS
* Theo Jansen: My creations, a new form of life * “The walls between art and engineering exist only in our minds.” * http://www.ted.com/talks/theo_jansen_creates_new_creatures
STEAM into Practice
* What did you do on your summer vacation? * http://cainesarcade.com/ * 2014 Global Cardboard Challenge-‐October 11-‐presented by the Imagination Foundation * http://imagination.is/our-‐projects/cardboard-‐challenge/
Caine’s Arcade
* Linsey Pollak turns a carrot into a clarinet using an electric drill a carrot and a saxophone mouthpiece, and plays it all in a matter of 5 minutes. Linsey Pollak is an Australian musician, instrument maker, composer, musical director and community music facilitator.
* http://www.bing.com/videos/search?q=carrot+clarinet&FORM=VIRE1#view=detail&mid=AC4078320C0BE4EAAFAFAC4078320C0BE4EAAFAF
Carrot Clarinet
Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66 percent of music majors who applied to med school were admitted. This was the highest percentage of any group studied. In comparison, 44 percent of biochemistry majors were admitted. "The Comparative Academic Abilities of Students in Education and in Other Areas of a Multi-‐focus University," Peter H. Wood, ERIC Document No. ED327480
From Americans for the Arts:
A popular approach to physics was introduced several years ago at a Music and STEM conference. It involves teaching an entire class the physics of pitch, frequency and resonance by building a guitar. A lesson plan can be found at Engineering Go For It site. The National Science Federation sponsors the STEM Guitar Project which provides innovative professional development to high school and community college faculty.
The STEM GUITAR PROJECT
Researchers have found a strong relationship between instruction in the arts, learning mathematical skills and improving student observational skills in science. According to one study, students who studied music showed improved spatial temporal-‐reasoning skills, which helped them later learn math concepts. (Graziano, Critical Links)
Science News: August 14, 2010
* Nobel laureates in the sciences are seventeen times likelier than the average scientist to be a painter, twelve times as likely to be a poet, and four times as likely to be a musician.
* Camouflage for soldiers in the United States armed forces was invented by American painter Abbot Thayer.
* Earl Bakken based his pacemaker on a musical metronome. * Japanese origami inspired medical stents and improvements to
vehicle airbag technology. * Steve Jobs described himself and his colleagues at Apple as
artists. * Apple is a prime example of creativity and artistry spurring
innovation Steven Ross Pomeroy
From Scientific American August 22, 2012
that the science, technology, engineering and math approach, known as "STEM," won't work as well without the arts. “Neuroscientists have shown that the brain is hardwired for the arts, innovation and creativity, all other human activities follow. No human culture known to historians or anthropologists has ever existed without music and dance.”
Mickey Hart wrote in the Huffington Post
The arts are a necessity for insight: the arts make us human. The energy that you acquire from art and music turns inspiration into invention. This allows an inventor to dream up something never envisioned before and creates new industries and good-‐paying jobs. If STEM is to truly work the arts need to be added.”
Mickey Hart continues
The Center, led by Dr. Ian Cross, provides a home for research linking the field of music with psychology, speech, science, acoustics, computer science, and neuroscience.
The center is cross-‐disciplinary with an emphasis on all aspects of communicative interaction, including speech and body movement. It serves as a base for collaborative research with other departments in Cambridge and with those in outside institutions.
University of Cambridge: Centre for Music and Science
* At TED 2002, Mae Jemison, a doctor, dancer, and the first African American woman in space, said, “The difference between science and the arts is not that they are different sides of the same coin… or even different parts of the same continuum, but rather,
they are manifestations of the same thing. * The arts and sciences are avatars of human creativity.”
What they are saying
Several studies from the report correlated training in the arts to improvements in math and reading scores, while others showed that arts boost * attention, * cognition, * working memory, and * reading fluency. https://www.dana.org/�
* Dr. Jerome Kagan, an Emeritus professor at Harvard University and listed in one review as the 22nd most eminent psychologist of the 20th
century, says that the arts contribute amazingly well to learning because they regularly
combine the three major tools that the mind uses to acquire, store, and communicate knowledge: motor skills, perceptual representation, and
language.
* “Art and music require the use of both schematic and procedural knowledge and, therefore, amplify a child’s understanding of self and the world,”
Kagan said at the John Hopkins Learning, Arts, and the Brain Summit in 2009.
Dana Arts and Cognition Consortium
Articles on how to use dance to teach the principles of Physics, Chemistry, and Algebra are explained on this site. ARTStem: www.artstem.org The Atom dance, along with many other middle and high school dance lessons can be found on the Kennedy Center’s ArtsEdge website.
Dance and STEAM
“In order to increase the level of “coolness” retention over time, the original STEM activity was redesigned from an inquiry activity in which students verified given mathematical relationships to a dance synchronization activity. “The addition of music styling and dance choreography provided a positive reminder of the “coolness” of the project every time students ran their robots to the music—even as their intermediate solutions didn’t yet get their robots to dance fully in sync!” by Eli Silk, Ross Higashi, Robin Shoop, and Christian D. Schunn
Designing Technology Activities that Teach Mathematics
Students focused on specifying dance routines. They learned the principals of dance. Students spent up to 12 hours developing precise choreography and measuring each dance move individually. Only after this lengthy process was completed did they begin to think about the issue of synchronizing across different robots. by Eli Silk, Ross Higashi, Robin Shoop, and Christian D. Schunn
Dance and Technology
“Visual and Performing Arts teachers have been making connections to mathematics and language arts through the content of their individual disciplines for years.” Artistic Behaviors: • Critical Thinking and Problem Solving • Creating Personal Meaning • Social, Cultural, Historical, and Contemporary Context • Communication and Collaboration • Creativity & Innovation • Information and Technology Literacy • Productivity, Accountability and Self-‐Direction • Leadership and Responsibility
Mark Coates, the Coordinator of Fine Arts, Howard County Public Schools in Maryland
Visual and Performing Arts Artistic Behaviors share commonalities with Common Core Mathematics Standards: * Make sense of problems and persevere in solving them * Reason abstractly and quantitatively * Construct viable arguments and critique the reasoning of others * Model with mathematics * Use appropriate tools strategically * Attend to precision * Look and make use of structure * Look for and express regularity in repeated reasoning
Mark Coates continue to state:
* Artists and musicians addressing scientific and technological problems invented
* chest percussion (musician Joseph Auenbrugger), * the stethoscope (musician and artist Rene Leannec), * the laryngoscope (singer Manuel Garcia), * the first pill-‐making machine (artist William Brockedon), * the principles governing tree growth (artists Leonardo da Vinci and,
independently, John Ruskin), * camouflage (painter Abbott Thayer), * frequency hopping—a standard mode of encrypting electronic information
(actress Hedy Lamarr and composer George Antheil), and * the first artificial intelligence program (composer Lejaren Hiller). * http://artworks.arts.gov/?tag=nea-‐and-‐nsf
Symbiotic Art & Science: Can Artists Make Scientific Discoveries? Symbiotic Art & Science: Can Artists Make Scientific Discoveries? Tuesday, March 15th, 2011 March 15, 2011 Washington, DC by Dr. Robert Root-‐Bernstein, Professor of Physiology, Michigan State University
* Wallace Walker�s �kaleidocycles,� * Buckminster Fuller�s geodesic domes, and * Ken Snelson�s tensegrity structures. * The invention of pointillism by Seurat led directly to modern pixelization
as well as to the color blindness tests. * The Fauvists gave rise to false coloring, which is employed for data
analysis in every science. * The �chip�—our modern integrated circuit—is made using mainly
artistic techniques: the logic is embedded into the design by drawing, it is then printed using silk screen methods, miniaturized using photolithography, and the patterns are then etched into the chip.
In other words, the modern world would not be possible without the insights and inventions of artists. We lose sight of this conclusion at our peril.
* http://artworks.arts.gov/?tag=nea-‐and-‐nsf
Artists have invented several classes of novel geometrical objects and structures that have been appropriated by scientists in both life and physical sciences, including
* “My kids didn’t grow up in grade school saying, ‘I want to be a technical sound engineer.’ They grew up saying, ‘I want to be a rock star,’” asserts Stephen Lane, CEO of medical device design company Ximedica and a huge proponent of STEAM.
* Celebrated physicist Richard Feynman once said that scientific creativity is imagination in a straitjacket. Perhaps the arts can loosen that restraint, to the
benefit of all.
Final Thoughts
# of Years # Students Reading Math Writing * More Than 4 Years 234 578 566 559 * 4 Years 403 586 567 560 * 3 Years 288 546 535 528 * 2 Years 382 547 547 526 * 1 Year 360 540 542 516 * 1/2 Year or Less 371 507 505 481 * No Response 278 541 544 520 * AP/Honors Courses 152 613 591 592 * New Mexico Students who take the arts four or more years
outperform their non-‐arts peers by 210 points on the SAT. * Four years is a difference of 220 points. * https://secure-‐media.collegeboard.org/digitalServices/pdf/sat/NM_14_03_03_01.pdf
2014 New Mexico Arts and Music Test-‐Takers Percent SAT Mean Scores
* # of Students Reading Math Writing * Acting or Play Production 419 584 553 556 * Art History or Appreciation 245 558 532 538 * Dance 274 565 543 550 * Drama: Study or Appreciation 348 557 528 535 * Music: Study or Appreciation 294 565 553 547 * Music Performance 912 572 560 548 * Photography or Film 505 547 531
526 * Studio Art and Design 529 568 552 544 * None 304 498 510 473 There is a difference of 212 points for students with course experince in the arts and those with none.
New Mexico 2014 Course Work and Experience
* Arts and Music Test-‐Takers SAT Mean Scores * Years of Study Test Takers Critical Reading Mathematics Writing * More Than 4 Years 1,969 509 512 496 * 4 Years 3,003 504 501 486 * 3 Years 2,950 488 487 469 * 2 Years 4,439 479 486 461 * 1 Year 6,083 484 498 464 * 1/2 Year or Less 4,030 455 467 434 * No Response 3,978 476 487 457 * AP/Honors Courses 2,520 542 542 526
SC 2011 SAT Results of SC Students
from the College Board Difference of 161 points
from more than four years to ½ years or less
Difference of 161 points from more than four years to ½ years or less
* Arts and Music Test-‐Takers SAT Mean Scores * Years of Study Test Takers Critical Reading Math Writing * More Than 4 Years 1,939 510 507 494 * 4 Years 3,058 498 491 479 * 3 Years 2,828 483 480 465 * 2 Years 4,617 481 484 462 * 1 Year 6,314 484 493 463 * 1/2 Year or Less 3,261 453 459 431 * No Response 4,303 488 493 470 * AP/Honors Courses 2,696 537 534 520
SC 2013 SAT Scores
Test Takers Critical Reading Math Writing
* Acting or Play Production 3,173 519 503 501 * Art History or Appreciation 5,056 487 493 468 * Dance 2,300 471 472 466 * Drama:Study or Appreciation3,990 493 485 475 * Music: Study or Appreciation 3,351 504 500 484 * Music Performance 8,177 502 503 484 * Photography or Film 3,200 495 493
478 * Studio Art and Design 3,783 511 515 492 * None 3,794 448 465 429
SC Course Work or Experience http://professionals.collegeboard.com/profdownload/SC_11_03_03_01.pdf
Difference of 193 points for arts to non-‐arts test takers
Test Takers Critical Reading Math Writing
* Acting or Play Production 3,094 513 497 495 * Art History or Appreciation 5,160 486 487 466 * Dance 2,263 469 466 462 * Drama: Study or Appreciation 4,204 486 478 469 * Music: Study or Appreciation 3,679 503 496 483 * Music Performance 7,889 500 497 482 * Photography or Film 2,940 492 485 475 * Studio Art and Design 3,750 507 507 489 * None 2,930 445 456
422
SC 2013 SC SAT Scores Course Work or Experience
Difference of 192 points for arts to non-‐arts test takers
* We teach the arts in our schools to create great people so they are empowered with skills and knowledge to be successful in life… to do great things regardless of the vocational pathway they choose.
Bob Morrison,
Quadrant Arts Education Research
Expressing the sense of the House of Representatives that adding art and design into Federal programs that target the Science, Technology, Engineering, and Mathematics (STEM) fields encourages innovation and economic growth in the United States.
Congressional Resolution H. RES. 319
* Whereas the innovative practices of art and design play an essential role in improving Science, Technology, Engineering, and Mathematics (STEM) education and advancing STEM research;
* Whereas art and design provide real solutions for our everyday lives, distinguish United States products in a global marketplace, and create opportunity for economic growth;
* Whereas artists and designers can effectively communicate complex data and scientific information to multiple stakeholders and broad audiences;
* Whereas the tools and methods of design offer new models for creative problem-‐solving and interdisciplinary partnerships in a changing world;
* Whereas artists and designers are playing an integral role in the development of modern technology; and
* Whereas artists and designers are playing a key role in manufacturing, be it
Where as
* (1) recognizes the importance of art and design in the Science, Technology, Engineering, and Mathematics (STEM) fields;
* (2) encourages the inclusion of art and design in the STEM fields during reauthorization of the Elementary and Secondary Education Act;
* (3) encourages institutions of higher education to incorporate the role of art and design into their STEM curricula; and
* (4) encourages the Secretary of Commerce, the Secretary of the Department of Education, the Chairman of the National Endowment for the Arts, and the Director of the National Science Foundation to develop a STEM to STEAM Council representative of artists, designers, education and business leaders, and Federal agencies in order to facilitate a comprehensive approach to incorporate arts and design into the Federal STEM programs.
Resolved, That the
House of Representatives—
* How can myths help to explain nature and science? Students will explore these themes in this lesson. Students will read and explore several myths, identifying the elements of this literary form. They will then act out a myth in groups. They will write scientific, research-‐based reports, as well as fantastical stories about physical phenomena, making note of the differences between these two approaches to explaining the world.
* http://artsedge.kennedy-‐center.org/educators/lessons.aspx?facet:ArtsSubjectName=Theater&facet:OtherSubjectName=Science&q#results
ArtsEdge-‐ Theatre and Science Integration
* Students will: * Read for a variety of purposes (for literary experience and to be informed) * Write for a variety of purposes (to express personal ideas and to inform) * Activate prior knowledge and relate it to a reading selection * Identify special vocabulary and concepts * Identify a main idea and supporting details * Read and interpret myths * Identify structures of literature * Respond to literature through writing and discussion * Read for a variety of orientations and purposes, including: reading for
literary experience and reading to be informed * Write for various audiences and address the following purposes: to inform
and to express personal ideas
Learning Objectives
* Through online learning tools and the creation of shadow puppets and plays, students will learn how light interacts with matter. This lesson serves as an introduction to the properties of light and its role in creating shadows. While using puppets created by students and performing shadow plays, students will learn, first-‐hand, what differentiates opaque, translucent, and transparent materials. They will also learn how light travels and how an object's shadow is affected by the intensity and position of light in relation to both the object and the surface on which a shadow is cast.
Puppetry/Theatre and Science on ArtsEdge
* Make predictions about the way light travels and determine whether the predictions are correct
* Use online resources to learn how shadows are formed * Demonstrate an understanding of the terms translucent, opaque, and
transparent through the creation of shadow puppets * Explore the way light interacts with matter by way of transmission,
absorption, and reflection * Make observations about the properties of shadows based on online
interactive activities * Experiment with a light source, puppet, and screen to create different
shadow effects, demonstrating an understanding that the properties of a shadow are determined by the intensity and position of the light source and the distances and angles between the light, object, and surface
* In groups, create and perform shadow plays
* http://artsedge.kennedy-‐center.org/educators/lessons/grade-‐6-‐8/Shadows_and_Light.aspx
Learning Objectives
* Exterior Notre Dame Cathedral
Any Engineering/Technology Concepts Here?
* The purpose of any buttress is to resist the lateral forces pushing a wall outwards (which may arise from stone vaulted ceilings or from wind-‐loading on roofs) by redirecting them to the ground. The defining characteristic of a flying buttress is that the buttress is not in contact with the wall like a traditional buttress; lateral forces are transmitted across an intervening space between the wall and the buttress.
* Flying buttress systems have two key components -‐ a massive vertical masonry block (the buttress) on the outside of the building and a segmental or quadrant arch bridging the gap between that buttress and the wall (the "flyer").[1]
* National Cathedral in Washington, D.C. * http://en.wikipedia.org/wiki/Flying_buttress
Flying Buttresses
* South Rose Window Notre Dame
What are the Math Concepts?
* Tessellations
What the Math Point?
* Students will explore the mathematics behind mandalas, including but not limited to shapes and symmetry. After examining mandalas that are both natural and man-‐made, students will create their own mandalas using mathematical concepts and skills. They will then analyze other students’ creative work for style and message.
Mandalas and Math
* Review elements and basic vocabulary of geometry * Apply geometry skills to increase understanding of
polygons * Learn about the history and cultural background of
mandalas * Combine their knowledge of polygons and understanding
of mandalas to design their own mandalas * Correctly incorporate polygons, symmetry, and color
scheme in the design of their mandalas
Learning Objectives
GO STEAM!!
Thank for everything you do to support the arts and arts education!
If I can be of any help contact me at [email protected]
My Best to YOU!
