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This chapter features an arts-driven STEAM (ADSTEAM) pedagogical model I devised aligning with the historical and Bauhaus views of the symbiotic relationships among STEAM subjects. Using my undergraduate theory of art class as a case study, I detail the application of the ADSTEAM model, including the pedagogical objectives and strategies. After elucidating students’ probing questions concerning aesthetic theories using the framework of STEAM, I delineate a studio activity prompting students to apply the Fibonacci mathematical patterns to create visual work. Three students’ projects and artist statements demonstrating the transdisciplinary thinking underlying visual compositions, creativity, and aesthetic theories affirm the generous potential of ADSTEAM learning.
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