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Arts & Communication Fostering belonging through STEAM education

serves as a mechanism for strengthening students’ sense of and cultures, aiding students in understanding the
belonging to their learning environment. motivations behind the creation of these artworks. In
addition, contemporary art education emphasizes visual
2. Theoretical framework brainstorming, such as visual journals or research journals,

2.1. STEAM education and contemporary art rather than relying solely on verbal explanations. These
pedagogy journals are tools used in art education to document visual
ideas, processes, and reflections, aiding in the development
STEAM education builds on the pillars of contemporary art of artistic concepts and practices. 11
education, emphasizing big ideas, enduring understandings,
and essential questions. These components drive forward An illustrative example of this contemporary approach
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art as inquiry-based learning and foster the development in STEAM education is provided by Hanning, who
of eight studio habits of mind. The big idea is “broad, integrates upcycling as a big idea for her lessons. Upcycling,
important human issues characterized by complexity, the process of transforming waste materials or unwanted
ambiguity, contradiction, and multiplicity. Whether stated products into new materials or products of better quality or
as single terms, phrases, or complete statements, big ideas environmental value, serves as a central theme. The selected
do not completely explicate an idea but represent a host artists are student-centered, advocating for environmental
of concepts that form the idea.” 8,p.1 Examples of big ideas justice, and serve as a window for elementary students
include dreams and nightmares, life cycles, independence, to reflect on their everyday wasteful behaviors. The
individual identity, aging, power, and community. art-making process, such as papermaking, is relevant
to students since many contemporary artists use these
To explore these big ideas, teachers pose essential techniques to create new works. This approach not only
questions as part of the exploration process in the STEAM teaches artistic techniques but also fosters environmental
classroom. This approach aligns with PBL and issues- awareness and responsibility, demonstrating how STEAM
based learning, where students engage with complex, real- education can address real-world issues through art.
world problems. Art-based inquiry learning aligns with
constructivism, an educational theory that posits learners STEAM education’s integration with contemporary art
construct their knowledge based on prior experiences and pedagogy enriches the learning experience by promoting
interactions. In this framework, meaning is co-constructed critical thinking, creativity, and interdisciplinary inquiry.
through dialogue and engagement with materials and By focusing on big ideas, essential questions, and enduring
concepts. Art-based inquiry leverages art-making and understandings, this approach enables students to explore
art appreciation as tools for exploring and understanding complex concepts and real-world problems through art. The
broader concepts. 9 use of visual journals and contemporary artists as models
provides a dynamic and reflective learning environment,
Building on this foundation of inquiry-based learning, preparing students to navigate and address contemporary
art practice itself constitutes research. To facilitate this challenges with innovative and informed perspectives.
process, a worksheet titled ‘Investigating the Materials and This integration of STEAM principles with art education
Conceptual Aspects of an Artist’s Practice’ is provided to creates a powerful framework for developing the skills and
help students understand the themes and materials used mindsets necessary for success in an increasingly complex
to create artworks. Major components of this worksheet and interconnected world.
include the name of the artist, context and influences,
quotations from the artist, conceptual practice, material 2.2. Transdisciplinary art education
practice, and bibliography. This structured approach The principles of “big ideas” and “broad concepts” underpin
helps students systematically explore and analyze inquiry-based learning in transdisciplinary art education.
artistic practices, fostering deeper engagement and Romanski provides an example of a puppetry-integrated
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understanding. 10 arts class, demonstrating that such integrated lessons
The implementation of these contemporary approaches create opportunities for narrative inquiry, collaboration,
marks a significant departure from traditional art exploration, and the development of new understandings.
curriculum planning. Conventionally, teachers design Building on this, Liao contends that interdisciplinary
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lesson plans using well-known artworks to discuss the art education extends beyond merely combining multiple
medium, theme, and time. Conversely, contemporary subjects; instead, it involves PBL where students apply their
approaches involve selecting a big idea and incorporating knowledge across different subjects to solve real-world
both traditional and contemporary artists within this problems. Consequently, traditional subject boundaries
framework. This approach spans different time periods become less relevant in the classroom.

Volume 3 Issue 3 (2025) 3 doi: 10.36922/ac.4437