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Teaching Creativity Skills Through STEAM Curriculum

dc.contributor.authorCain, Rebecca
dc.descriptionTeaching and Learning Department capstone projecten_US
dc.description.abstractWhile creativity is difficult to measure, it is not impossible. Educators must begin to identify and assess creativity in students in order for America to remain a competitive force in STEM fields. One way to measure creativity in students is to use a multifaceted approach incorporating personality factors, products, and parent observations. Additionally, creativity can be divided into sub-categories to better assess a student’s level of creative output on a continuum. Visual-spatial abilities and creative abilities are common creative traits shared by artists and STEM innovators, and teachers must begin capitalizing on this relationship. In this paper I make the case that there is a natural link between the creative thought processes taught in art classes, The Studio Habits of Mind, and the innovative thought processes desired in STEM subjects. I suggest that teachers incorporate this relationship into the interdisciplinary design-based curriculum STEAM, which includes the addition of art to the traditional STEM acronym.en_US
dc.publisherVanderbilt University. Peabody Collegeen_US
dc.subjectSTEAM (Science, Technology, Engineering, Art, Mathematics -- Study and teaching)en_US
dc.subject.lcshScience -- Study and teachingen_US
dc.subject.lcshTechnology -- Study and teachingen_US
dc.subject.lcshEngineering -- Study and teachingen_US
dc.subject.lcshArt -- Study and teachingen_US
dc.subject.lcshMathematics -- Study and teachingen_US
dc.subject.lcshCreative ability -- Study and teachingen_US
dc.titleTeaching Creativity Skills Through STEAM Curriculumen_US
dc.description.collegePeabody College of Education and Human Developmenten_US
dc.description.departmentDepartment of Teaching and Learningen_US

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