From STEM to STEAM

Second Edition

From STEM to STEAMBrain-Compatible Strategies and Lessons That Integrate the Arts

Second Edition

David A. Sousa

Tom Pilecki

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Library of Congress Cataloging-in-Publication Data

Names: Sousa, David A., author. | Pilecki, Thomas, author.

Title: From STEM to STEAM : brain-compatible strategies and lessons that integrate the arts / David A. Sousa, Tom Pilecki.

Description: Second edition. | Thousand Oaks, Calif. : Corwin, 2018. | Includes bibliographical references and index.

Identifiers: LCCN 2017045273 | ISBN 9781506322452 (pbk. : alk. paper)

Subjects: LCSH: Arts—Study and teaching. | Science—Study and teaching. | Interdisciplinary approach in education. | Cognitive learning.

Classification: LCC LB1591 .S68 2018 | DDC 372.5—dc23 LC record available at https://lccn.loc.gov/2017045273

This book is printed on acid-free paper.

18 19 20 21 22 10 9 8 7 6 5 4 3 2 1

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Contents

ACKNOWLEDGMENTS x

ABOUT THE AUTHORS xi

INTRODUCTION 1Why a Second Edition? 1What’s New? 3Looking to the Arts 4How This Book Can Help to Implement STEAM 4Chapter Contents 5Who Should Use This Book? 8What’s Coming? 8

1. Why STEM Should Become STEAM 9The Power of the Arts 10

The Real Purpose of Schooling 11The Arts Are Basic to the Human Experience 11Why Teach the Arts? 13

The Arts and STEM Do Have Differences 26STEM Learning Needs the Arts 27

What’s Coming? 29Major Points to Ponder 30

2. What Science Says About the Arts and Creativity 31Brain Organization 32

A Note of Caution 33Thinking and Learning 34

Convergent and Divergent Thinking 34Divergent Thinking Challenges the Brain—That’s a Good Thing! 36Divergent Thinking Changes the Brain—That’s a Better Thing! 37Why Don’t Schools Engage in More Divergent Thinking? 38Mind-Set: It Can Hinder or Improve Achievement 39

The Arts, STEM, and Creativity 42Creativity Versus Intelligence 42Stages of Creative Thinking 42Everyone Can Be Creative 44Creativity in the History of Science 45Creativity in STEM Areas 46Does Technology Foster Creativity? 50

What’s Coming? 51Major Points to Ponder 52

3. Bringing STEAM Into Schools 53What Is Arts Integration? 54What Is STEAM? 55

Helping Teachers Discover Their Creativity and Craft 56Different Schools and Implementation Formats 57

The Impact of School Climate 58Diverse Local and Socioeconomic Backgrounds 59

Implementing the STEAM Initiative 59The Basic District Plan 61

Planning Guide 61What We Are Learning 63What’s Coming? 64Major Points to Ponder 65

4. Guidelines for Creating a STEAM School 67STEAM Guidelines 68

Guideline 1: STEAM Mission and Planning 69Guideline 2: STEAM in the Curriculum 69Guideline 3: Professional Development for Teachers in STEAM

Implementation 70Guideline 4: STEAM Leadership and Management 70Guideline 5: STEAM in Classroom Instruction 71Guideline 6: STEAM Professional Learning Communities (PLCs) 72Guideline 7: Expanding STEAM Beyond STEM 73Guideline 8: Futures in STEAM 74Guideline 9: STEAM in Action in the Local and Global Community 74Guideline 10: A STEAM Exhibition 75

What’s Coming? 76Major Points to Ponder 77

5. Frequently Asked Questions About Integrating the Arts and STEM 79What Are the Arts? 80Addressing Some Common Frequently Asked Questions 82

Question 1: How Can I Do This if I Am Not an Artist and I Am Not Creative? 82

Question 2: What About Arts Integration Versus Art for Art’s Sake? 83Question 3: Is There a Difference Between an Artist and a

Teaching Artist? 84Question 4: Can a STEM Teacher Think Like an Artist and an

Artist Think Like a STEM Teacher? 85Question 5: How Do I Make My Schedule Provide for Arts

Integration? 87Question 6: Will Adding the Arts to STEM Affect My Students’

Test Scores? 89Question 7: What About Common Core State Standards?

Curriculum? Textbook? 89Arts Perception Worksheet 94

Answer Key 96What’s Coming? 97Major Points to Ponder 98

6. Implementing Arts Integration in the Primary Grades (K–4) 99Importance of Movement 100Science, Mathematics, and the Arts in the Primary Grades 101

Organization of the School and Its Culture 101Self-Contained Versus Departmental Organization 103Planning Tips for Arts Integration 103Collaboration With Older Students in Mathematics—

The “Buddy System” at Its Best! 104Arts Integration: Solo Act or Duet? 106

Ideas for Arts-Integrated Lesson Plans (Primary Grades) 106Grade K—Mathematics 108Grade 2—Science 109Multigrade Arts-Related Activities With Different Animals 109

What’s Coming? 120Major Points to Ponder 121

7. Implementing Arts Integration in the Intermediate Grades (5–8) 123A Day in the Life of a Middle School Student 124

Departmental Organization 125Challenges of Middle School Schedules 126Keeping Students Interested: Comparing Music and Science 127

Teacher-to-Teacher Collaborations 128STEM Teacher and Arts Teacher Collaborations 128STEM Teacher and Guest Teaching Artist Collaborations 129Let’s Hit the Road! Making a STEAM Class Trip Relevant 129

Guidelines for the Lesson Plan Format 130Grade 7—Science 132Grade 6—Mathematics 132

What’s Coming? 149Major Points to Ponder 150

8. Implementing Arts Integration in the High School Grades (9–12) 151STEAM and the Culture of High School 152

Remembering the Purpose of High School 154The Value of Grit 155Arts Classes, Arts Integration, or Both? 156The Arts Show the Human Side of STEM 157Planning for an Arts-Integrated Lesson: Rerun or New Show? 157

Pushing STEAM Along 159Sample Comparisons of Traditional STEM and Arts-Integrated

STEAM Lessons 161Science (Biology)—Grades 9–12: “It’s Alive!”: Creating

the Human Skeletal Form and Systems From Found Objects 161Mathematics/Science—Grades 9–12: “Living Land”:

Designing and Building a Community Garden 165What’s Coming? 169Major Points to Ponder 170

9. Discoveries From the Field 171About the Original Appetizers 172

Science—Kindergarten: My World Through My Eyes 173Science—Grades 1–5: Habitat 174Science—Grades 3–9: Digest-a-Fabric 176Science—Grades 3–12: Using Drama in Science Lessons 178Science—Grades 5–9: Cell Creation 181Science—Grades 9–12: Learning About Nature Through Watercolor 183Mathematics—Grades 2–3: Oceans of Time 185Mathematics—Grades 3–6: Introducing Artists in

Mathematics Lessons 187Mathematics—Grades 6–8: Fave Films and Probability 189Mathematics—Grades 9–12: Millennium Mural 191

What’s Coming? 193Major Points to Ponder 194

10. Putting It All Together 195Know Your Instructional Intuition 196General Guidelines for K–12 Lessons 197

Theory of Multiple Intelligences 197Bloom’s (Revised) Taxonomy Is Alive and Well 199

Sample K–12 Lessons: Examples of Arts-Related Activities in Science Topics 201

Sample Template for Designing a STEAM Unit Across Grade Levels 205Professional Development to Maintain STEAM 205

Role of the Building Principal/Head Teacher 206Peer Coaching 206Study Groups 206Action Research 207Workshops on New Research 207Maximizing Professional Development 207

Conclusion 209Major Points to Ponder 211

RESOURCES 213

APPENDIX A: STEAM LESSON PLAN APPETIZERS IN SCIENCE, TECHNOLOGY, AND ENGINEERING 217The Appetizers 218

Science—Grades 1–8: Earth to Table 218Science—Grades 3–9: Learning Pitch/Frequency With a

Bottle Xylophone 221Science—Grades 5–9: Using Mobiles to Learn About Levers 222Science—Grades 6–12: “Born This Way” 223Science—Grades 9–12: “The Case of the Origins of Life”:

Sherlock Holmes’s “Bigger Than Life” Case! 225Science—Grades 9–12: Earth Structures Described Through

Mime and Theater 226

APPENDIX B: STEAM LESSON PLAN APPETIZERS IN MATHEMATICS 229The Appetizers 230

Mathematics—Grades 3–12: Using Drama in Mathematics Lessons 230Mathematics—Grades 9–12: Using Fibonacci to Make

Memorable Music 233Mathematics—Grades 9–10: A Geometry Field Hunt 235

REFERENCES 237

INDEX 243

x

Acknowledgments

The School of Continuing Studies, Roger Williams University: Jamie Scurry, Dean; Carolyn Dias, Director of Business Services; Adriana Dawson, Assistant Dean; Candice De Los Reyes, Associate Director.

Pawtucket, Rhode Island Superintendent Patricia DiCenso; Director of Curriculum, Instruction, and Assessment Jennifer Carney; and the administrators, faculty, and students for implementing STEAM in the daily experiences of their students.

Superintendent Dan Ferris and the Diocese of Providence, Rhode Island, for their invaluable help in creating the STEAM Guidelines, and the administrators and faculties of its schools, in particular All Saints “STEAM” Academy, St. Thomas Regional School, and Our Lady of Mt. Carmel School.

The administration and faculty of the Weiss School, Palm Beach Gardens, Florida.

The administration and faculty of the Greene School, West Palm Beach, Florida.

xi

About the Authors

David A. Sousa, EdD, is an international consul-tant in educational neuroscience and author of more than a dozen books that translate brain research into strategies for improving learning. He has presented to more than 200,000 educators across the United States, Canada, Europe, Australia, New Zealand, and Asia. He has taught high school chemistry and served in administrative positions, including super-intendent of schools. He was an adjunct professor of education at Seton Hall University and a visiting lecturer at Rutgers University. Dr. Sousa has edited science books and published dozens of articles in leading journals. His books have been published in French, Spanish, Russian, Chinese, Arabic, Korean, and several other languages. He is past president of

the National Staff Development Council (now Learning Forward) and has received honorary degrees and awards for his commitment to research, professional develop-ment, and science education. He has appeared on NBC’s Today Show and National Public Radio to discuss his work with schools using brain research.

Tom Pilecki, MA, is the former executive director of the Center for Creative Education (CCE) in West Palm Beach, Florida, where, for twelve years, he provided professional development to over one hundred teaching artists, preparing them to teach collaboratively with elementary and middle school teachers in all curriculum content areas. With an MA in educational administration, Tom is a former elementary school teacher as well as a choral and instrumental music teacher. His forty-plus years in education include being founder and principal of

xii From STEM to STEAM

St. Augustine School of the Arts in the South Bronx, New York, the subject of the Sundance Film Festival Award–winning documentary Something Within Me, as well as feature segments on 60 Minutes, World News Tonight, and The McNeil-Lehrer Report. His expertise in curriculum writing, implementation, and arts integration brought him to Chicago as curriculum director for six West Side schools before going to Florida. He continues to consult with schools and communities on a national basis.

1

Introduction

The most beautiful experience we can have is the mysterious—the fundamen-tal emotion which stands at the cradle of true art and true science.

—Albert Einstein (1879–1955)From The World as I See It (1949)

Since the publication of the first edition of this book, interest in the STEAM ini-tiative has continued to grow. More schools are recognizing the need to improve their STEM instruction because scores on national tests of student achievement

in these subjects remain essentially flat. An increasing number of websites have appeared supporting STEAM and offering resources for teachers as well as testimony to its effectiveness. Despite this momentum, the authors discovered during their school visits that too many STEM teachers are reluctant to pursue STEAM because they believe it is another autonomous program (which it is not) that takes away precious hours needed to cover the course content (which it does not).

Teachers and administrators in all of the schools we have worked with, public and private, have recognized that integrating the arts in STEM courses can awaken their own and their students’ creativity. They admitted STEAM could increase student engage-ment by making lessons more interesting and promoting more in-depth discussions that could lead to higher student achievement. However, many were concerned about how they could integrate the arts without a substantial investment of precious time and resources, as well as a tremendous shift in their instructional strategies.

WHY A SECOND EDITION?

We are all aware that planning and implementing any new approach to curriculum and instruction is no easy task. Teachers feel overworked, and the curriculum is packed. Nevertheless, teachers want their students to succeed, and they will give their attention to any ideas that can make that happen. Slowly and cautiously, we introduced this

2 From STEM to STEAM

book’s first edition, and we worked with teachers periodically throughout the school year to help them realize that they can implement arts integration successfully wherever the faculty works collaboratively with the full support of the school’s and district’s administrators.

During this period, a number of concerns arose. For instance, the administrators understandably wanted a clear planning framework for amending the school’s mission to include STEAM, for designing a professional development program focusing on collaboration, and for phasing in STEAM across grade levels and subject areas over one or more years. Another one of their concerns centered on planning for parental involve-ment and support so that parents viewed STEAM as an important learning innovation and not a gimmick. Meanwhile, teachers wanted curricular and instructional guidelines to ensure that they were effectively integrating the arts into their STEM lessons. Finally, both administrators and teachers were apprehensive over how to manage and maintain the STEAM initiative once it got started.

Working collaboratively, the school staffs eventually addressed all of these con-cerns. As a result, we learned some important lessons that we knew we needed to share with other schools and districts interested in the STEAM initiative and facing similar concerns. We decided to write a second edition that would include the valuable infor-mation from the first edition plus all we have learned and gathered from working with schools during the intervening years.