Why Science and Art Creativities Matter

(Re-)Configuring STEAM for Future-Making Education

Series:

Why Science and Arts Creativities Matter is a ground-breaking text which significantly extends current understandings of STEAM and debates about individuation of disciplines vis-à-vis transdisciplinary theory. Drawing upon posthumanism, new materialism and enactivism, this collection of chapters aims to dwell further into the ways in which we come to know in relationship with the world. The text draws together a wide set of approaches and points of views to stimulate dialogue and awareness of the different ways in which we can extend the repertoire of human faculties for thinking and experiencing the world. A unique invitation is shared with readers to develop greater understanding of the contribution of education across the arts and sciences and to re-imagine our collective futures.

This book is a unique and timely volume that opens up several new lines of enquiry and arguments on STEAM education. It rebalances and readdresses the current emphasis in the literature around STEAM as another, newer opportunity to teach content. Instead, it brings a more specific focus on an entwining of contemporary theorists – putting theory to work – to extend the means for understanding and cultivating science and arts creativities, and make explicit key connections with the materiality of practices. This new go-to text offers a demonstration of how the latest research and theoretically engaged thinking (thinking through theory) on STEAM education can be put to work in practice.

Contributors are: Ramsey Affifi, Sofie Areljung, Chris Brownell, Pamela Burnard, Kerry Chappell, Laura Colucci-Gray, Carolyn Cooke, Kristóf Fenyvesi, Erik Fooladi, Cathy Francis, Lindsay Hetherington, Anna Hickey-Moody, Christine Horn, Tim Ingold, Riikka Kosola, Zsolt Lavicza, Elsa Lee, Saara Lehto, Danielle Lloyd, James Macallister, Caroline Maloney, Tessa Mcgavock, Karin Murris, Lena Nasiakou, Edvin Østergaard, Anne Pirrie, Hermione Ruck Keene, Ruth Sapsed, Diana Scherer, Pallawi Sinha, Margaret Somerville, Keiren Stephenson, Carine Steyn, Jan Van Boeckel, Nicola Walshe, Olivier Werner, Marissa Willcox, and Heather Wren.

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Pamela Burnard is Professor of Arts, Creativities and Educations  at the Faculty of Education, University of Cambridge, UK. Her work in diverse creativities has been published in multiple books and journals.

Laura Colucci-Gray is Senior Lecturer in Science and Sustainability Education at Moray House School of Education and Sport, University of Edinburgh, UK. Her theoretical and empirical work has been published and presented nationally and internationally.
Acknowledgement
List of Figures and Tables
Notes on Contributors
Prelude: (Re-)Configuring STEAM in Future-Making Education
Laura Colucci-Gray and Pamela Burnard

PART 1: Positioning Steam in Future-Making Education


Introduction to Part 1
Pamela Burnard and Laura Colucci-Gray
1 Where Science Ends, Art Begins? Critical Perspectives on the Development of STEAM in the New Climatic Regime
Anne Pirrie
2 Becoming Bird: Creative Pedagogies for Future-Making Education?
Margaret Somerville, Tessa McGavock and Keiren Stephenson
3 Posthuman De/Colonising Teacher Education in South Africa: Animals, Anthropomorphism and Picture-Book Art
Karin Murris
4 Between Will and Wildness in STEAM Education
Ramsey Affifi

PART 2: Why Does Science Matter?


Introduction to Part 2
Pamela Burnard and Laura Colucci-Gray
5 Developing an Ecological View through STEAM Pedagogies in Science Education
Laura Colucci-Gray
6 Listening in Science Education: Fostering Students’ Lifeworld Experiences
Edvin Østergaard
7 Science-Arts as Verbs: New Figurations in Early Childhood
Sofie Areljung

PART 3: Why Do the Arts Matter?


Introduction to Part 3
Pamela Burnard and Laura Colucci-Gray
8 Reconfiguring STEAM through Material Enactments of Mathematics and Arts: A Diffractive Reading of Young People’s Intradisciplinary Math-Artworks
Pamela Burnard, Pallawi Sinha, Carine Steyn, Kristóf Fenyvesi, Christopher Brownell, Olivier Werner and Zsolt Lavicza
9 Steam Education, Art/Science and Quiet Activism
Anna Hickey-Moody, Christine Horn and Marissa Willcox
10 Embracing the Serpent: Education for Ecosophy and Aesthetic Appreciation
James MacAllister
11 Linking the Missing Links: An Artful Workshop on Metamorphoses of Organic Forms
Jan Van Boeckel

PART 4: STEAM Reconfigurings in Practice


Introduction to Part 4
Pamela Burnard and Laura Colucci-Gray
12 Creative Pedagogy and Environmental Responsibility: A Diffractive Analysis of an Intra-Active Science|Arts Practice
Lindsay Hetherington (with Kerry Chappell, Hermione Ruck Keene and Heather Wren)
13 Learning Mathematical Concepts as a Whole-Body Experience: Connecting Multiple Intelligences, Creativities and Embodiments within the STEAM Framework
Kristóf Fenyvesi, Saara Lehto, Christopher Brownell, Lena Nasiakou, Zsolt Lavicza and Riikka Kosola
14 STEM to STEAM as an Approach to Human Development: The Potential of Arts Practices for Supporting Wellbeing
Nicola Walshe, Elsa Lee, Danielle Lloyd and Ruth Sapsed
15 Taste as Science, Aesthetic Experience and Inquiry
Erik Fooladi
16 On Sensorial Experiences at the Beach: Thinking with Haraway to Explore an Unfolding Sensory Knowing of Marine STEAM
Catherine Francis
17 On Methodological Accounts of Improvisation and "Making with" in Science and Music
Carolyn Cooke
Postlude: Un-Conclusions: Disentangling the Assemblage of Science and Arts Creativities for Future-Making Education
Pamela Burnard and Laura Colucci-Gray
Epilogue: What Knowledge Do We Need for Future-Making Education?
Tim Ingold

Index
All interested in reconfiguring how intra-, inter- and trans-disciplinary STEAM education can be constituted in a critically different way, across diverse theoretical positionings and innovative practices.