Four years ago, when I first heard the phrase “turn STEM to STEAM” – i.e. add the arts to the federally-recognized acronym for science, technology, engineering and math — I was skeptical.
As a theater geek born to a physician and biologist, I understood that the artistic process and scientific process have a lot in common, and that participants in each arena can learn a lot from one another.
My skepticism was not rooted in whether the arts and sciences are connected. What was missing for me as the “STEM to STEAM” mantra started to pick up more and more (ahem) steam was an articulation of how they are connected. Sure, there are elements of geometry in visual art, and yes, you need to understand basic math in order to read music or follow rhythms in dance. But arranging letters on a page is one thing; bringing different disciplines together in a thoughtful and authentic way is something entirely different.
In my mind, the ability to articulate and explore the authentic relationships between the S, T, E, A and M is crucial. The arts and the STEM subjects have similar processes, but provide different means of understanding what currently exist, as well as imagining what does not yet exist. If we want the STEM to STEAM movement to have longevity, we need to get specific about what those relationships are. Read the rest of this entry »