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STEAM – The movement towards creative STEM learning
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Date: Date:None
Session description:
This presentation is an attempt to rethink and reposition STEAM-based education where sciences and arts are not separate or even separable endeavours, but rather combine as transdisciplinary configurations. In a world further fractured by the ongoing existential crises of the COVID-19 global pandemic and the precarity of human life on Earth, there is a pressing need to develop alternative ways of knowing and being. This presentation draws upon the efforts of artists and scientists (see Burnard and Colucci-Gray 2020) to make a case for posthumanist transdisciplinary pedagogies, seeking to bring forth collective and sustainable futures. For teachers, letting sciences and arts teach together might involve a set of negotiated co-authorings with a community of transdisciplinary teachers and learners. The learning ‘ecologies’ will produce tacit understandings, inferred practices and theoretical assumptions which can be made explicit as new forms of knowledge, new skills and new creativities (i.e. authorings of making-with modalities) that generate and diffract into new transdisciplinary practices and processes.
Session takeaways:
Rethinking their own views of why STEAM-based education – where sciences and arts are not separate or even separable endeavours – is an imperative.
Understanding more about posthumanist transdisciplinary pedagogies
Valuing the plurality of new and diverse creativities (i.e. authorings of making-with modalities) and the imperative for differentiating their assessment
Presenter: Prof Pamela Burnard, Professor of Arts, Creativities and Educations, University of Cambridge (@pamburnard)
Pamela chairs the Arts and Creativities Research Group and runs an online monthly seminar series called ‘Performing Research.’ She has published widely with 20 books and over 100 articles which advance the theory of multiple creativities across education sectors including early years, primary, secondary, further and higher education, through to creative and cultural industries. She is co-editor of the journal Thinking Skills and Creativity. Current funded projects include ‘Choices, Chances and Transitions around Creative Further and Higher Education’; ‘Diversifying Compositional Creativity using AI’; ‘Sculpting New Creativities in Primary Education’; and a meta-analysis of the culminative impact of ‘Contemporary Urban Musics for Inclusion Networks’ (CUMIN). She is a Fellow of the Royal Society of Arts (RSA) and the Chartered College of Teaching, UK.
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