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STEAM education usually aims to use art and music as tools to enhance learning in the STEM subjects. However, a true merging of the visual arts and music with the STEM subjects presupposes an appreciation of the genuine character and contribution of all the STEAM subjects. This chapter discusses the contribution of musical listening skills to phenomenon-based science education, where the careful investigation of phenomena forms the basis for conceptualisations and theory. Science teacher students are accustomed to using pre-presented concepts to demonstrate or explain phenomena, rather than beginning from lifeworld experiences. Fostering attentive listening, such as through music education, is one way to develop students’ sensitivity to how they perceive, understand and inhabit our everyday world. This chapter draws on Husserl’s critique of modern science, Harvey’s notion of the “ontological reversal”, Heidegger’s ontology of listening, Ingold’s anthropology of the senses and John Cage’s notion of more-than-musical listening to explore how attentive listening can give learners a deepened understanding of sensed phenomena. The chapter also discusses possibilities and constraints when it comes to integrating the arts and music into STEM subjects. It proposes that teachers should develop students’ understanding of the relations between lifeworld phenomena and their scientific representations, fostering the art of paying attention and connecting to their lifeworlds, as well as expanding their scientific knowledge.

In: Why Science and Art Creativities Matter