To keep pace with complex societies and jobs, educational environments should provide students with learning opportunities that integrate a variety of disciplines and skills. There has been an increased investment in multidisciplinary initiatives in schools, but those activities are not often planned properly, or sometimes they just focus on scientific subjects. In addition, teachers sometimes feel they lack the tools to organize their teaching so that learners can actually access content from broader, multidisciplinary perspectives.
This course aims to tackle the need for more complete multidisciplinary learning activities and for the acquisition of 21st-century skills by introducing the participants to STEAM education.
Participants will learn how to involve students in useful and stimulating learning activities in which Science, Technology, Engineering, and Mathematics (the basic components of STEM education) connect with the Arts in a broader sense. Through STEAM, students can explore and experience the relationships between school subjects and real life, as well as have more chances for cross-disciplinary dialogue, inquiry, and problem-solving.
In this course, participants will acquire a practical understanding of what STEAM really is, how it differs from STEM, and how their own learning environments could incorporate STEAM activities effectively. Participants will explore STEAM-style exercises, and will collaborate to develop both “hard” and “soft” skills at the intersection between STEM subjects and Arts & Design.
By the end of this course, participants will have developed their own novel strategies and activities to incorporate STEAM learning into their classrooms.
Concept by: Alessandro Pumpo
The course will help the participants to:
- Identify the key features of STEM and STEAM;
- Define learning objectives that integrate STEM and Art & Design subjects to increase student engagement in learning;
- Connect and relate different subjects through creative STEAM activities, based on real-life and concrete experiences;
- Build an authentic STEAM lesson;
- Trust the importance of play, fun, and engagement in learning;
- Incorporate art and design-related skills into the general learning environment and curriculum.
Day 1 – Course introduction & improving your teaching
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities.
Improving your teaching
- Introduction to STE(A)M.
- How to improve teaching;
- Teacher as trainer;
- Presentations of the participants’ schools.
Day 2 – Staring a STEAM program
- How to start a STEAM program in your class;
- Individual and group practical activities;
- Cases presentation.
Day 3 – Practical activities
- Practical exercises, digital storytelling, creating and designing;
- Visit to bridge(s) in Barcelona.
Day 4 – Individual and group work
- Communication and collaboration in STE(A)M;
- Individual and group practical activities
Day 5 – Study visit
- Study visit to DES-HUB Museum of Art;
- Design and Technology and Work session: preparation of Masterpiece.
Day 6 – Course Closure & Excursion
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.