Teaching Creativity Skills Through STEAM Curriculum

Abstract

While 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.