TY - JOUR
T1 - Collaborative creativity in steam
T2 - Narratives of art education students’ experiences in transdisciplinary spaces
AU - Guyotte, Kelly W.
AU - Sochacka, Nicola W.
AU - Costantino, Tracie E.
AU - Kellam, Nadia N.
AU - Walther, Joachim
N1 - Funding Information:
4 Partial support for this study was provided by the National Science Foundation’s Course, Curriculum, and Laboratory Improvement (CCLI) program under Award No. 0837173, the Engineering Education and Centers’ (EEC) program under Award No. 1160350, and the University of Georgia’s Office of STEM Education. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation or the University of Georgia.
PY - 2015/10/12
Y1 - 2015/10/12
N2 - Current efforts to promote STEAM (STEM + Arts) education focus predominantly on how partnering with the arts provides a range of benefits to STEM students. Here we take a different approach and focus on what art and art education students stand to gain from collaborating with STEM students. Drawing on a variety of student field texts, we present three visual-verbal, constructed narratives of art education students who, in the context of a transdisciplinary design studio, were challenged to experiment with collaborative forms of creative thinking. Their stories point to STEAM as an opportunity for art students to question the notion of the ‘lone artist,’ reflect upon the tension between product and process, and expand disciplinary-based understandings of creative thinking. These potential benefits align with contemporary visual arts practices that strive to move beyond the individual and embrace dialogue, collaborative action, and interdisciplinarity as vital aspects of the creative process.
AB - Current efforts to promote STEAM (STEM + Arts) education focus predominantly on how partnering with the arts provides a range of benefits to STEM students. Here we take a different approach and focus on what art and art education students stand to gain from collaborating with STEM students. Drawing on a variety of student field texts, we present three visual-verbal, constructed narratives of art education students who, in the context of a transdisciplinary design studio, were challenged to experiment with collaborative forms of creative thinking. Their stories point to STEAM as an opportunity for art students to question the notion of the ‘lone artist,’ reflect upon the tension between product and process, and expand disciplinary-based understandings of creative thinking. These potential benefits align with contemporary visual arts practices that strive to move beyond the individual and embrace dialogue, collaborative action, and interdisciplinarity as vital aspects of the creative process.
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M3 - Article
AN - SCOPUS:84954391950
SN - 1529-8094
VL - 16
SP - 1
EP - 38
JO - International Journal of Education and the Arts
JF - International Journal of Education and the Arts
IS - 15
ER -