What are the markers of a successful STEAM program? How and when can educators be reasonably sure that an interdisciplinary unit or project, rich in both the sciences and the arts, has delivered on its implicit promise – by adding value to a student’s education in ways that are beyond the scope of traditional discipline-specific learning? I attempt to address this question with a case study of Theatre of Will’s “Save It Now,” a pilot program for 4th, 5th and 6th graders at eight Los Angeles public schools that integrates theater arts, music and the STEM disciplines in a 9-week unit on energy, water and climate change. I am one of the program’s four teaching artists. My goal here is not to convince readers that “Save it Now” is successful, but rather to propose a theoretical framework for understanding, categorizing and evaluating STEAM programs in general.
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Davidson, Christopher D. and Simms, Willard
"Science Theater as STEAM: A Case Study of "Save It Now","
The STEAM Journal:
1, Article 14.
Available at: http://scholarship.claremont.edu/steam/vol3/iss1/14