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Facilitating Systems Thinking Through Arts-Based STEM Integration

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Facilitating Systems Thinking Through Arts-Based STEM Integration

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I have chose Art because it is the area I feel least confident incorporating meaningfully into my instruction. While I fully understand the value of creativity and student expression, I often find myself defaulting to surface-level activities like coloring or decorating, rather than truly integrating artistic thinking into the learning process. I’m still learning how to go beyond aesthetics and use art as a tool for deeper understanding, reflection, and communication across subjects. My goal is to explore ways to make art purposeful within my lessons

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Students document plant growth through observational drawings! Provide each student with a bean seed to grow. They'll create detailed drawings of each stage of growth, label parts, and add watercolor backgrounds. This combines scientific observation with artistic expression.

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Explore weather patterns through art! Students learn about different types of clouds while creating watercolor paintings of various weather conditions. They'll learn scientific terminology while practicing watercolor techniques. Great for teaching both weather science and color mixing!

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Have students create beautiful artwork using different geometric shapes! Students will practice identifying and drawing shapes while creating a colorful composition. They can use rulers to measure and draw shapes, then color them in patterns. This activity reinforces math concepts while developing artistic skills.

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An Arts-Integrated Approach to Teaching Engineering

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An Arts-Integrated Approach to Teaching Engineering

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Incorporating the arts into STEM education helps foster students' creativity, cognitive development, and content knowledge.

Stephanie McKay / Ikon Images

As a physics and engineering teacher, I (Liz) found the concept of STEAM (science, technology, engineering, arts, math)-specifically, including the arts in my teaching-to be challenging. I saw it as one more thing to think about when I was already struggling to cover required content. Factoring in the reality that both children and adults often categorize themselves as "artistic" or "scientific" made arts integration feel out of reach.

Yet arts education has always valued creativity and innovation, and these are skills that I want my students to acquire alongside a body of knowledge about the physical world.

While I considered this tension, my graduate program put me in touch with Priscilla Kane Hellweg of Arts Integration Studio, and through that collaboration I came to see how STEAM can be actionable and efficient-and can enhance student engagement and understanding.

Below, we share a project from my classroom that illuminates the power of this approach, along with strategies for getting started with STEAM no matter what grade you teach.

My Journey Into STEAM: The Lake Coaster Project

One of my favorite projects to teach is the lake coaster project, in which students use drawing software and a laser cutter to make coasters that represent bodies of water. The project hones technical skills like scaling and working with a high-quality GIS image, and it affords students practice with etching, tracing, cutting, positioning, and using acrylic resin as they create 4x4 inch products.

In the past, students were engaged by the project and its requisite problem-solving processes; one student, for example, was excited to trace and place the islands of Lake Winnipesaukee into resin water-a technique that I now offer to students who are looking to pursue more complex design.

However, I also had students who seemed less motivated; their lakes weren't centered, or their text seemed haphazard. Given the amount of labor involved, I wanted everyone to feel proud of their final product. I knew that the project needed a refresh.
Courtesy of Liz MacLauchlan
Arts Integration

When I discussed this project with Priscilla, she suggested that we amplify the artistic design criteria, lifting them to be equal with engineering. We discussed visual thinking strategies to enhance the visual arts components of the project and considered activities that would train students to observe like scientists and artists, noticing details, perspectives, and purposes through different lenses.

Together, we explored a technique called visual scanning, a simple but elegant activity for taking in visual information that can be applied when looking closely at an artwork to experience the elements of line, texture, color, shape, and space. In a classroom setting, asking students to articulate what they see when they look at a painting is like doing a close reading of a text. We discussed applying this artistic way of seeing to the act of etching the images students chose. We also built in the metacognitive skill of reflection-and an opportunity for students to communicate their design concept to others.

We then rewrote the project rubric to assess arts and engineering in tandem.

Assessing art was new to me; Priscilla shared that artistic grading has parameters that aren't about whether or not the teacher likes a piece but instead focus on the design elements that students utilize.

Keeping this in mind, we discussed having students consider the size and orientation of the lake on their coasters, text placement, font, and resin color. Whereas I used to ask students to "make a lake coaster like I did," I will now invite them to think intentionally about planning the creation of their coaster, to discuss design choices with a partner, and to apply those approaches in practice.

My inspiration to redesign this project came from a student who, last year, proposed to make a coaster of the Ring of Fire. He was the only student to not choose a lake. His result was spectacular. Surrounded by so many coasters of blue lakes, this coaster had a vibrant red. There was an audible gasp from other students when they saw his creation. He achieved the goal of making something with cuts and etches, and he considered his medium, but he proposed an alternative interpretation of the assignment. This student was inspired by his own creativity. I am excited to use this creative approach when teaching the unit this year, and I can't wait to see what students dream up.
Courtesy of Liz MacLauchlan
Integrating the Arts in Your Classroom

Imagine an elementary science class learning about the water cycle. Rather than memorizing terms to fill in a worksheet, your students might create a dance to portray the water cycle, using gestures to represent condensation, evaporation, and precipitation.

Or in middle school, a seventh-grade math class learning about reflection and translation of functions might work in teams to draw a mandala with a 5-foot diameter, creating a visual design that translates complex shapes and patterns.

And inhigh school, seniors in an environmental science course might, as a final project, produce a series of TikTok videos, writing and acting out skits about the need for climate action.

If you're a STEM teacher not yet integrating art into your teaching, what are you waiting for? There are easy and exciting ways to get started and refresh your practice. We propose the following:

These arts-integrated projects employ visual, kinesthetic, and social memory, offering students multiple paths for engagement and enhancing their ability to remember academic concepts and content-and enjoy themselves in the process!

A Freshened Perspective

Though students' previous lack of interest almost seemed like a reason to stop teaching the lake coaster project, our collaborative arts integration-teaching students to think like artists-has made the project, and the learning, stronger.

When we, as teachers, identify how our content already engages the arts, then teach that artistic content explicitly, we can create valuable cross-disciplinary work that enhances students' learning, adds meaning to our teaching, and promotes cognitive development through creativity.

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An Arts-Integrated Approach to Teaching Engineering

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Incorporating the arts into STEM education helps foster students' creativity, cognitive development, and content knowledge.

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Introduce basic coding concepts through digital art creation! Using Scratch Jr, students can program simple animations and interactive artwork. This combines fundamental coding skills with creative design, perfect for young digital artists!

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ScratchJr Coding Lesson 5 | Paint Editor | How to Use Paint Editor

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Use simple drawing apps to create mathematical patterns! Students can explore symmetry, repetition, and geometric shapes while creating digital artwork. This helps develop both technological literacy and understanding of mathematical patterns.

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Why STEAM is so Important to 21st Century Education

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Why STEAM is so Important to 21st Century Education

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As the education world explores strategies to equip students with the skills and knowledge they'll need to be successful innovators in a 21st century workforce, there has been a growing emphasis on STEAM - the educational discipline that engages students around the subjects of Science, Technology, Engineering, the Arts and Math.

Many education experts regard STEAM (and its predecessor STEM) as an essential component of 21st century education. Why? According to the U.S. Department of Education, "In an ever-changing, increasingly complex world, it's more important than ever that our nation's youth are prepared to bring knowledge and skills to solve problems, make sense of information, and know how to gather and evaluate evidence to make decisions." Enhancing such skills lies at the heart of STEM and STEAM education.

Additionally, STEM and STEAM graduates "play a vital role in developing meaningful solutions to societal problems, such as the (COVID-19) public health crisis we are currently facing," says Michael Milligan, CEO and executive director of ABET, a technology and engineering accreditation organization. The STEM Careers Coalition is collaborating on a COVID-19 Response Initiative project, examining how STEM professionals are pivoting their skills in response to the coronavirus pandemic.

What is STEAM?

STEAM is an educational discipline that aims to spark an interest and lifelong love of the arts and sciences in children from an early age. Science, Technology, Engineering, the Arts and Math are similar fields of study in that they all involve creative processes and none uses just one method for inquiry and investigation. Teaching relevant, in-demand skills that will prepare students to become innovators in an ever-evolving world is paramount, not only for the future of the students themselves but for the future of the country.

STEAM empowers teachers to employ project-based learning that crosses each of the five disciplines and fosters an inclusive learning environment in which all students are able to engage and contribute. As opposed to traditional models of teaching, educators using the STEAM framework bring the disciplines together, leveraging the synergy between the modeling process and math and science content, for example, in order to blur the boundaries between modeling techniques and scientific/mathematical thinking. Through this holistic approach, students are able to exercise both sides of their brain at once.

The interplay between art and science is highlighted in an article titled "Communicating Science Concepts Through Art: 21st Century Skills in Practice," by Sandy Buczynski, an associate professor with the University of San Diego's Master of Education program, and three co-authors.

"There is a dynamic synergy between the visual arts and the natural sciences," according to the article. "For example, science relies heavily on individuals with visual-art skills to render detailed illustrations, depicting everything from atoms to zebras. Likewise, artists apply analytic, linear and logical thinking to compose and scale their work of art."

Buczynski and her co-authors write: "These parallel spaces of science and art are pulled toward each other by the education needs of the 21st century." STEAM education, they contend, is particularly important in the scientific disciplines because, "The next generation of scientists will need to develop their communication skills through both traditional means of writing and speaking, as well as more artistic means including illustrating, animating, videography, cartooning and model building. ( See the full article.)

In one real-life example of STEAM in action, an Andover, Mass., high school drew the spotlight for its approach to teaching geometry through the lens of art. "Through a scavenger hunt at a local museum, math and art students come to understand that scale in geometry is the same thing as perspective in art," Andover High teacher Meghan Michaud said in a U.S. News article.

Beyond the classroom, both scientists and engineers use models - including sketches, diagrams, mathematical relationships, simulations and physical models - to make predictions about the likely behavior of a system. They also collect data to evaluate the predictions and possibly revise the model as a result. However, many engineers are not particularly comfortable with sketching; so connecting them with basic artistic skills through STEAM, and equipping them to better "see" their ideas, can help them become better engineers.

Also considered to be very helpful in preparing secondary students to succeed in higher education, STEAM has gained popularity among educators, parents, administrators, corporations and other institutions.

Why is STEAM so Important?

In today's world, setting students up for future success means exposing them to these disciplines holistically in order to develop their critical thinking skills.

"Education is under pressure to respond to a changing world," education writer Jeevan Vasagar asserts in a Financial Times article. "As repetitive tasks are eroded by technology and outsourcing, the ability to solve novel problems has become increasingly vital."

And the earlier students are exposed to the STEAM disciplines, the better. In a study by Microsoft, 4 in 5 STEM college students (78%) said they decided to study STEM in high school or earlier, and one in five (21%) decided in middle school or earlier. Yet, only 1 in 5 STEM college students feel that their K-12 education prepared them extremely well for their college courses in STEM. There also appears to be a major disparity in the female to male ratio when it comes to those employed in STEM fields. Getting more girls interested in STEAM disciplines is another facet of the movement.

Not only does a STEAM framework teach students how to think critically, problem solve and use creativity, it prepares students to work in fields that are poised for growth. A report from the U.S. Bureau of Labor Statistics projects growth in STEM and STEAM-related occupations of 8% between now and 2029, compared to 3.4% for non-STEM occupations. It also lists median annual wages of $86,980 for STEM/STEAM jobs, compared to $39,810 for all occupations.

Even for students who don't choose a career in one of the STEM/STEAM fields, the skills students gain from a STEAM education can be translated into almost any career.

"Educating students in STEM subjects (if taught correctly) prepares students for life, regardless of the profession they choose to follow," technology innovator and President of Enterra Solutions Stephen F. DeAngelis says in an article in Wired. "Those subjects teach students how to think critically and how to solve problems - skills that can be used throughout life to help them get through tough times and take advantage of opportunities whenever they appear."

An important part of this educational approach is that students who are taught under a STEAM framework are not just taught the subject matter but they are taught how to learn, how to ask questions, how to experiment and how to create.

STEM vs. STEAM

Before there was STEAM, there was STEM. The key innovator credited with updating STEM to STEAM by adding the arts is Georgette Yakman, an engineering and technology teacher who was the founding researcher of the STEAM educational framework in 2006.

However, the change was not about just "adding another thing" to STEM. Yakman explains that: "STEAM is about more than converging the fine arts and design thinking into STEM fields. The liberal arts are, the 'who & why,' the reasoning, to the 'what & how' of STEM."

What is the History of STEM?

The acronym STEM was reportedly introduced in 2001 by scientific administrators at the U.S. National Science Foundation (NSF), which had previously used the acronym SMET. More generally, America's expanded emphasis on science and technology education dates back at least to the early days of the so-called "Space Race" between the U.S. and the Soviet Union, which kicked into high gear when the Soviets launched Sputnik, the first satellite to orbit the Earth, in 1957.

Why the "A" in STEAM is Important in Education

The Rhode Island School of Design (RISD), one of the early champions of adding the arts to the original STEM framework to create STEAM, said that doing so emphasizes the vitally important "symbiosis between the arts and sciences." According to RISD, "The goal is to foster the true innovation that comes with combining the mind of a scientist or technologist with that of an artist or designer." Former RISD President John Maeda, an early influencer for STEAM, has emphasized the idea that design thinking and creativity are essential ingredients for innovation.

The addition of the 'A' (The Arts) to the original STEM discipline to create STEAM is important in part because practices such as modeling, developing explanations and engaging in critique and evaluation (argumentation), have too often been underemphasized in the context of math and science education.

Adding "the Arts" to STEM to create STEAM is about "incorporating creative thinking and applied arts in real situations," according to SteamPoweredFamily.com, whose article "What is STEM and STEAM? A Guide for Parents and Educators" asserts that, "Art is about discovering and creating ingenious ways of problem solving, integrating principles or presenting information. Picture an architect, they use engineering, math, technology, science and arts to create stunning buildings and structures."

How to Specialize in STEAM

To the extent that STEAM education is based on a foundation of integration - of integrating different skills and disciplines with the goal of providing a richer educational experience - all teachers can benefit from a deeper understanding of the fundamentals of STEAM education.

For teachers who wish to specialize in STEAM, there are a number of educational opportunities available, including certifications and advanced degree programs (see more below).

For schools and districts looking to more formally embrace STEAM education, the Institute for Arts Integration and STEAM offers helpful resources, including an informative article titled "Becoming a STEAM School."

STEAM Certification & Courses

Several of the notable certifications available for teachers seeking to position themselves for success in STEAM education, and to demonstrate their expertise on their resume, include the following:

There are also numerous opportunities for teachers to begin their own STEAM education journey without committing to a certificate or a degree program, through courses offered by online learning platforms such as Udemy and through Massive Open Online Courses (MOOCs) now offered by some universities.
[RELATED] How to Advance Your Career: A Guide for Educators >>
STEAM Classroom Resources, Activities & Lesson Plans

Here is a helpful collection of STEAM education resources designed for use by classroom teachers and others:

Scholarships for Future STEAM Educators

STEM and STEAM scholarships are widely available for those looking to pursue an academic degree in this vitally important field of study. Here are several listings of top scholarship opportunities:

STEAM Grants & Financial Resources
[RELATED] How to Advance Your Career: A Guide for Educators >>
Grants and financial resources are offered by a range of organizations to help educators bring STEAM education to their schools and to help fund specific projects. Here are several listings of potential STEAM and STEM grant opportunities:

Diversity in STEAM

Women and minorities have traditionally been under-represented in such science and technology-oriented disciplines such as engineering, mathematics, cybersecurity, data science, STEM and STEAM. Today, many organizations - private companies and government agencies as well as industry advocacy groups - are actively trying to address this inequity.

"It's no secret that employers are looking for young talent with STEM skills and digital literacy," Donald E. Bossi, president of FIRST (For Inspiration and Recognition of Science and Technology), writes in an article in Diversity in STEAM Magazine. "As educators, parents, and business leaders, we have a responsibility to offer all students - especially those who are underserved and underrepresented in STEM - equitable opportunities and pathways to success as contributing members of the workforce."
Leonardo Da Vinci was on to something years ago when he stated, "Study the science of art. Study the art of science."
Girls Who STEM is another online resource focused on ensuring that STEM and STEAM opportunities are available to all.

The Future of STEAM Education

So says author, futurist and business technology advisor Bernard Marr, writing in Forbes.com that STEAM education is essential to "prepare our kids for the fourth industrial revolution." Though we cannot know right now what some jobs of the future will look like, "It makes sense to educate our children with the skills and capacity to think outside the box with creative solutions. This is something a STEAM education can effectively prepare them to do," he said.

"If the children and students of today are our future, this is the type of education we need," Naveen Jain, founder of the World Innovation Institute, wrote a number of years ago when STEAM was just gaining momentum (" Schools Out for Summer: Rethinking Education for the 21st Century"). The traditional system of "standardized, rote learning that teaches to a test is exactly the type of education our children don't need in this world that is plagued by systemic, pervasive and confounding global challenges," he said. "Today's education system does not focus enough on teaching children to solve real-world problems and is not interdisciplinary, nor collaborative enough in its approach."

This same type of thinking is inspiring many educators to master the art of STEAM education so they can better prepare their students for future career opportunities. In addition to online courses and certifications, one of the best options available to educators seeking to become STEAM specialists is to earn a master's degree in this increasingly essential field.

For example, the University of San Diego offers a 100% online Master of Education degree program that gives students the option to specialize in STEAM, learning from accomplished faculty instructors with extensive experience in K-12 instruction and research. Visit the M.Ed. STEAM specialization page on the USD website to learn more about the program, the course of study and curriculum.

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Why STEAM is so Important to 21st Century Education

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A comprehensive look at STEAM education, brought to you by the University of San Diego's online Master of Education degree program.

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What should art within STEAM lessons look like?

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What should art within STEAM lessons look like?

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Prior to this course, my idea was adding a coloring page to a science lesson or drawing a picture at the conclusion of the lesson based on what students have learned. After driving into the research on the importance of art integration, I believe that in a 2nd grade classroom, the "A" in STEAM might take the form of students designing, illustrating, building, performing, or storytelling to enhance their understanding of science, technology, engineering, and math concepts.

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Magnet painting is science and art wrapped up in a colorful package. And it's a super simple set-up project too. STEAM (Science, Technology, Engineering, Art & Math) at it's easiest :) This post contains affiliate links.

Magnet Painting Supplies Needed

Various metal items like ball bearings, springs & screws

Various non-metal items like marbles

Paper

Plastic tray or box (I used an old 9″ x 13″ food container)

Tempera paint

Cups or palette to dip the metal pieces in

Spoons to get the painted covered pieces into the tray

Magnet Painting How To

To begin painting, pour your paint into something deep enough to drop your metal pieces into. I have this awesome cup palette {affiliate} but an egg carton works well too. Then cut your paper to fit your tray and place a piece inside. Now it's time to paint! Dip a metal piece in paint and drop it into the tray. Then take the magnet wand and move it around under the plastic tray as this keeps the metal pieces rolling smoothly.

Time for Experimentation

One of the best parts of this project is that kids can learn a little science while painting. You can use all metal pieces or you can throw in some things that the magnet can't move like glass marbles. Even the all the metal pieces moved differently. Some were too heavy and some like the metal bead chain stopped moving when they got covered in paint. Our favorite were the springs because they rolled around and left cool stripes.

More Five Minute Crafts

Looking for more fun and easy ways to get creative with your kids? Check out all of Left Brain Craft Brain's Five Minute Crafts. Or for more spring play try 10 Ways to Play and Learn with Springs.

Or sign up for the Left Brain Craft Brain newsletter and you'll be the first to hear about all of our fun new projects.

Painting Challenge

This magnet painting project was a part of an awesome painting series hosted by Messy Little Monster. It has 31 days of different painting techniques perfect for inspiring creativity in your kids.

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Five Minute Craft: Magnet Painting - Left Brain Craft Brain

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Magnet painting is science and art wrapped up in a colorful package. And it's a super simple set-up project too. STEAM (Science, Technology, Engineering, Art & Math) at it's easiest :) This post contains affiliate links.