Art and science both hinge on discovery, and discovery requires thinking out of the box. But how do you lead students to think creatively in STEM education? The answer is STEAM, and A is for the arts. STEAM—the integration of music, visual arts, and drama into daily STEM instruction—is proven to enhance student achievement in STEM subjects. After all, creative, real-world problem-solving is what working scientists and mathematicians actually do. But how do busy STEM educators weave arts activities into a sometimes inflexible STEM curriculum? In this new edition of From STEM to STEAM, the ground-breaking bestseller, the authors provide lessons from the field to detail the way. Authors David Sousa, expert in educational neuroscience, and Tom Pilecki, veteran arts educator, pool theircombined eighty years of expertise to deliver: • Research studies in cognitive and social neuroscience, including new findings on how technology is rewiring students’ brains, that demonstrate how arts activities enhance creativity, problem solving, memory systems, motor coordination, and analytical skills—all critical elements to achieving STEM objectives. • Classroom-tested strategies and techniques for integrating the arts into STEM instruction, including sample K-12 lessons plans and planning templates. • Tools for building a professional development program designed to helps arts and STEM teachers collaborate to create STEAM lessons. • Sample planning frameworks that provide a smooth transition from STEM to STEAM, including advice on adapting STEAM to meet the individual needs and limitations of a school or district. • A list of resources available to teachers in the STEM subjects, in the arts, in arts integration, and for STEAM. The main objective of both art and science is discovery. Lead your students to make that connection and STEAM ahead to academic success!

Discoveries From the Field

Discoveries From the Field

Usus magister est optimus.

Experience is the best teacher.

—Latin proverb

Much research went into the first edition of From STEM to STEAM. We studied the processes that schools used when exploring the implementation of STEAM, and we looked at curriculum units that STEM teachers said were successful candidates for STEAM lessons and projects. Since then, we have had the opportunity and privilege to see our writing in action. In this scenario, the phrase “the proof is in the pudding” has much more punch than fluff.

The first edition contained nineteen sample mathematics and science lesson plans in two chapters, as well as others scattered throughout different chapters. The lesson plans were well received for the most ...

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