Abstract
There is now a greater need for Science, Technology, Engineering, and Math (STEM) concepts to integrate with the Arts (STEAM) across the wider curriculum (Wade-Leeuwen et.al., 2018). STEAM, a rapidly growing global movement, challenges preconceived ideas that curricula should be taught separately. This paper discusses the implementation of a new STEAM evaluation tool initiated from the researcher’s doctoral thesis work, piloted with primary aged children (K-6) to identify creatively gifted and talented students. The study highlights pedagogical discussions with twenty-six Gifted and Talented primary teachers from three different Catholic Education Diocese in New South Wales (NSW) Wollongong, Campbelltown and Broken Bay. Focus groups were held during three Professional Learning workshops facilitated by the Gifted Education, Creativity and Critical Thinking Officer and the Director of STEAM Ahead Australia. Teachers reflected on the significance and challenges of implementing a STEAM framework in their classrooms. Concerns were expressed about why “creativity and the Arts” continue to be marginalised in Australia (Chappell, 2019). They were encouraged by the supportive Catholic systemic school communities’ continual commitment to successful Gifted and Talented programs offered in NSW schools. Other findings revealed students’ intrinsic benefits, such as “their ability to achieve their full potential” (ACARA, 2014), were generally invisible against the dominant standardised testing regime implemented in all Australian schools.
Original language | English |
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Publication status | Published - 2020 |
Event | 15th International Conference on The Arts in Society - National University of Ireland Galway, Galway, Ireland Duration: 24 Jun 2020 → 26 Jun 2020 |
Conference
Conference | 15th International Conference on The Arts in Society |
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Country/Territory | Ireland |
City | Galway |
Period | 24/06/20 → 26/06/20 |
Keywords
- STEAM
- Critical and Creative Thinking
- Cognitive Load Theory
- Experiential Learning