Wednesday, April 29, 2020
STEAM Education and the Lego Model
AMT Lab @ CMU: Our world is an ever-changing environment, and the technology and tools that surround us seem to change even faster. In the early 2000s, the United States became particularly concerned with the state of STEM (Science, Technology, Engineering, and Math) education in our country. Since then, there has been a heavier focus on those disciples. Such a response is largely due to the changing landscape of jobs, becoming more technical and requiring a larger workforce for the emerging digital careers.
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This article brings up a really fascinating point about the arts being “in service” to the STEM part of STEAM. It’s always a “how can we bring creativity into the science and math areas” and never “how can we bring technology into the art world,” and I think that’s a very important distinction to make. It’s almost attempting to justify art education because art and creativity can be useful to STEM, and not because art is a vital part of culture and society. The idea of STEAM over STEM always felt a little forced to me, and while I recognize that of course, creativity and artistic thinking is important in any industry, these days it just seems like a convenient place to say that kids are getting arts education when in reality, they’re playing with LEGO robots and calling it art class. STEAM should be a supplement to, not a replacement of, more traditional arts education, because then kids have an artistic background from which to draw from when they are called to solve those creative problems in technical areas.
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