Integrating STEM with Music

2021 ◽  
Author(s):  
Shawna Longo ◽  
Zachary Gates
Keyword(s):  
Digital Media ◽  
Stem Learning ◽  
Positive Direction ◽  
Content Areas ◽  
Media Arts ◽  
Science Technology ◽  
The Arts ◽  
Mixed Messages ◽  
K 12 ◽  
Creativity And Innovation

This book explores how science, technology, engineering, and mathematics (or STEM) initiatives are becoming more common in our educational system while depicting what it means to teach not only the students of today, but the citizens of tomorrow. This resource will provide 15 fully-developed and classroom-vetted instructional plans with assessments that are aligned to articulate learning from kindergarten through grade 12. With these instructional lessons and adaptations for K-12 music and STEM classes, pre-service educators, in-service educators, and administrators can better understand and immediately use tools for planning, assessing, and the practical integrating of STEM with Music. The arts, which includes music, visual art, dance, theater, and digital/media arts, bring creativity and innovation to the forefront in STEM learning. STEM learning can move teachers of the arts in a positive direction, but there are mixed messages about what that means and looks like. Many natural connections can be made between science, technology, engineering, math, and music. Twenty-first century learning skills and career-ready practices are framed so that the creativity and innovation necessary to succeed in STEM content areas and careers can be directly addressed by the educational community. The connection that is made between STEM content areas and music stimulates inquiry, dialogue, and critical thinking.

Computational Thinking in K–12

2013 ◽  
Vol 42 (1) ◽  
pp. 38-43 ◽  
Author(s):  
Shuchi Grover ◽  
Roy Pea
Keyword(s):  
Computational Thinking ◽  
Stem Learning ◽  
Policy Makers ◽  
Academic Literature ◽  
Current State ◽  
Science Technology ◽  
And Mathematics ◽  
K 12

Jeannette Wing’s influential article on computational thinking 6 years ago argued for adding this new competency to every child’s analytical ability as a vital ingredient of science, technology, engineering, and mathematics (STEM) learning. What is computational thinking? Why did this article resonate with so many and serve as a rallying cry for educators, education researchers, and policy makers? How have they interpreted Wing’s definition, and what advances have been made since Wing’s article was published? This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.

scholarly journals When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

2017 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Douglas Price
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Curriculum Integration ◽  
Journal Article ◽  
Content Delivery ◽  
Focal Points ◽  
Content Areas ◽  
The Arts ◽  
Subject Areas ◽  
K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

Best Practices in K-12 Social Studies Integration

2017 ◽  
pp. 49-94
Keyword(s):  
Social Studies ◽  
Best Practices ◽  
Cultural Landscapes ◽  
Economic Systems ◽  
Science Technology ◽  
The Arts ◽  
Ancient People ◽  
K 12

Social studies, the study of historical people, places, and events, geographical physical and cultural landscapes, governmental structures of power and policy, and economic systems of control, could be viewed as the root of all other academic subjects. From the observations and thoughts of ancient people who questioned humans' and Earth's existence came science, technology, reading/writing, engineering, the arts, and math (STREAM). However, students are often unaware of this phenomenon. Therefore, by infusing the concepts of social studies into all subjects, students would be able to recognize the possibilities, importance, and value of social studies, and examine how social studies and all other subjects are interconnected.

scholarly journals Contextualizing Aesthetics as Social Engagement for Teacher Education

2020 ◽  
Vol 12 (1) ◽  
Author(s):  
Adam I Attwood
Keyword(s):  
Teacher Education ◽  
Visual Arts ◽  
Social Engagement ◽  
Historical Development ◽  
Fine Arts ◽  
Content Areas ◽  
The Arts ◽  
Arts Teachers ◽  
Meta Analyses ◽  
K 12

Aesthetics is a type of literacy; however, it has been missing in generalist meta-analyses of teacher education. This article adds to the literature by synthesizing aesthetics theory, especially for implications of the historical development of ideas related to visual arts and aesthetics broadly defined for inclusive teacher preparation that promotes social engagement. Various viewpoints are explored in this article for contextualizing the field of aesthetics education as it relates to the preparation of generalist K–12 teachers who are not training to be fine arts teachers. With context, generalist K–12 teachers can be equipped to integrate the arts across other content areas.

Orchestrating a new approach to learning

2017 ◽  
Vol 98 (7) ◽  
pp. 23-28
Author(s):  
Michael Kaplan
Keyword(s):  
Music Education ◽  
Elementary School Teachers ◽  
Community Outreach ◽  
Professional Musicians ◽  
New Approach ◽  
Approach To Learning ◽  
Outreach Programs ◽  
Science Technology ◽  
The Arts ◽  
K 12

In 2011, the directors of the Phoenix Symphony came up with a bold plan to improve and expand their community outreach programs. Inspired by the growing movement to integrate the arts with the other subjects in the K-12 curriculum, they created a thriving program called Mind Over Music, which pairs professional musicians with local elementary school teachers, helping them design and deliver lessons that blend music education with instruction in science, technology, engineering, and math.

scholarly journals Stretch, Dream, and Do - A 21st Century Design Thinking & STEM Journey

2015 ◽  
Vol 1 (1) ◽  
pp. 59-70
Author(s):  
Maureen Carroll
Keyword(s):  
21St Century ◽  
National Science Foundation ◽  
Design Thinking ◽  
Innovation Process ◽  
Learning Design ◽  
Stem Learning ◽  
Science Technology ◽  
National Science ◽  
And Mathematics ◽  
K 12

This paper describes the journey of d.Loft STEM Learning, a project of The National Science Foundation ITEST program, which supports building knowledge about approaches, models, and interventions involving K-12 education to increase the nation’s capacity and innovation in STEM (science, technology, engineering and mathematics) fields. d.Loft STEM Learning used design thinking as an underlying theoretical and pedagogical approach to enhance STEM learning. Design thinking is a human-centered, prototype-driven innovation process and a series of mindsets that provides a robust scaffold for divergent problem-solving. This paper describes how the design thinking provided a frame within which mentorship and STEM learning thrived, and suggests new ways to conceptualize student learning and teacher practice in 21st century learning contexts.

Integration of Self-diagnosis in Pascal Law Learning Using STEM Approach

2020 ◽  
Vol 12 (2) ◽  
pp. 104
Author(s):  
Siti Hannah Padliyyah
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Active Role ◽  
Stem Learning ◽  
International Student Assessment ◽  
Science Technology ◽  
Engineering Mathematics ◽  
Post Test ◽  
11Th Grade

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

“Tradition,” Vernacularism, and Learning to Be a Folk Musician With Social Media

2020 ◽  
pp. 442-466
Author(s):  
Simon Keegan-Phipps ◽  
Lucy Wright
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Case Studies ◽  
Folk Music ◽  
Learning Mechanisms ◽  
Media Technologies ◽  
Arts And Humanities ◽  
The Arts ◽  
The Social ◽  
Social Shaping

This chapter considers the role of social media (broadly conceived) in the learning experiences of folk musicians in the Anglophone West. The chapter draws on the findings of the Digital Folk project, funded by the Arts and Humanities Research Council (UK), and begins by summarizing and problematizing the nature of learning as a concept in the folk music context. It briefly explicates the instructive, appropriative, and locative impacts of digital media for folk music learning before exploring in detail two case studies of folk-oriented social media: (1) the phenomenon of abc notation as a transmissive media and (2) the Mudcat Café website as an example of the folk-oriented discussion forum. These case studies are shown to exemplify and illuminate the constructs of traditional transmission and vernacularism as significant influences on the social shaping and deployment of folk-related media technologies. The chapter concludes by reflecting on the need to understand the musical learning process as a culturally performative act and to recognize online learning mechanisms as sites for the (re)negotiation of musical, cultural, local, and personal identities.

scholarly journals A new renaissance for creativity in technology and the arts in the context of virtual worlds

2021 ◽  
Author(s):  
R. A. Earnshaw
Keyword(s):  
Digital Media ◽  
Virtual Worlds ◽  
Web Pages ◽  
The Arts ◽  
Diverse Environment ◽  
Research Environments ◽  
Interdisciplinary Collaborations ◽  
The Future ◽  
New Ideas

AbstractWhere do new ideas come from and how are they generated? Which of these ideas will be potentially useful immediately, and which will be more ‘blue sky’? For the latter, their significance may not be known for a number of years, perhaps even generations. The progress of computing and digital media is a relevant and useful case study in this respect. Which visions of the future in the early days of computing have stood the test of time, and which have vanished without trace? Can this be used as guide for current and future areas of research and development? If one Internet year is equivalent to seven calendar years, are virtual worlds being utilized as an effective accelerator for these new ideas and their implementation and evaluation? The nature of digital media and its constituent parts such as electronic devices, sensors, images, audio, games, web pages, social media, e-books, and Internet of Things, provides a diverse environment which can be viewed as a testbed for current and future ideas. Individual disciplines utilise virtual worlds in different ways. As collaboration is often involved in such research environments, does the technology make these collaborations effective? Have the limits of disciplinary approaches been reached? The importance of interdisciplinary collaborations for the future is proposed and evaluated. The current enablers for progressing interdisciplinary collaborations are presented. The possibility for a new Renaissance between technology and the arts is discussed.

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