Rather than teaching science, technology, engineering, arts, and mathematics as separate and discrete subjects, STEAM integrates them into interdependent learning units based on real-world applications. This allows students to make cross-curricular connections and teaches them to apply their learning. It can also be beneficial in allowing students to access their own strengths and use them to build on their weaknesses. For example, a student who struggles with fractions may have less trouble applying them in a real-life science project compared to a general list of practice problems.

This assignment requires research of STEAM activities. Use the “STEAM Chart” to create inquiry-based learning activities that align to the various components of STEAM. For each grade range (K-3, 4-8, and 9-12), select a domain/anchor standard related t

STEAM Chart

Grade K-3 Domain/Anchor Standard:

	Science Connection	Technology Connection	Engineering Connection	Arts Connection	Mathematics Connection
Inquiry-based learning activity
Inquiry-based question for class to explore
Content vocabulary and strategies to teach it
Opportunities to guide students through learning progressions and promote achievement of content standards
Technology tools

Grade 4-8 Domain/Anchor Standard:

	Science Connection	Technology Connection	Engineering Connection	Arts Connection	Mathematics Connection
Inquiry-based learning activity
Inquiry-based question for class to explore
Content vocabulary and strategies to teach it
Opportunities to guide students through learning progressions and promote achievement of content standards
Technology tools

Grade 9-12 Domain/Anchor Standard:

	Science Connection	Technology Connection	Engineering Connection	Arts Connection	Mathematics Connection
Inquiry-based learning activity
Inquiry-based question for class to explore
Content vocabulary and strategies to teach it
Opportunities to guide students through learning progressions and promote achievement of content standards
Technology tools

 

Rationale:

 

 

References

 

 

 

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o health or science. Create an activity to connect that domain/anchor standard to each component of STEAM.

At the bottom of the STEAM Chart, write a 250-500 word rationale explaining how you would use performance data from the activities to guide and engage students in their own thinking and learning and promote discovery in the inclusive classroom. Include how the data could inform future instructional planning based on identified learning gaps and patterns.

Support your research with a minimum of two scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines

Complete and submit the Museum Assignment Worksheet.

Take notes for a comparison and contrast paper on two artworks at one of the Houston art museums (1 Menil Collection www.menil.org; 2) Museum of Fine Arts Houston www.mfah.org (Links to an external site.)

Apply the visual elements and principles of design.

Choose from among the following topics:

Menil Collection 1) compare and contrast a Byzantine icon with an African tribal sculpture

Museum of Fine Arts, Houston 2) compare and contrast an Italian Renaissance painting with a Greek vase painting or Roman sculpture

Menil Collection, or MFAH 3) Modern and Contemporary art: compare and contrast a contemporary nonrepresentational artwork (i.e. Barnet Newman; Mark Rothko; Jackson Pollock; David Smith (sculpture or painting) with an early 20th century modern abstract artwork (i.e. Picasso; Matisse)

structor: S.Worley

MUSEUM ASSIGNMENT WORKSHEET

Choose artwork on display at the MFAH.org or MENIL.org See chapters 4-8 Visual Elements and Principles of Design in SAYRE A WORLD OF ART textbook for complete definitions of the visual elements and principles of design.

Take notes for a comparison and contrast paper on two artworks at one of the Houston art museums (1 Menil Collection www.menil.org; 2) Museum of Fine Arts Houston www.mfah.org Choose from among the following topics:  Menil Collection 1) compare and contrast a Byzantine icon with an African tribal sculpture Museum of Fine Arts, Houston 2) compare and contrast an Italian Renaissance painting with a Greek vase painting or Roman sculpture Menil Collection, or MFAH 3) Modern and Contemporary art: compare and contrast a contemporary nonrepresentational artwork (i.e. Barnet Newman; Mark Rothko; Jackson Pollock; David Smith (sculpture or painting) with an early 20th century modern abstract artwork (i.e. Picasso; Matisse)

Artist:________________________

Region/Country____________________

Title:__________________________

Date:____________________________

Medium:_______________________

Style:____________________________

Patron:________________________

Artist:________________________

Region/Country____________________

Title:__________________________

ate:____________________________

Medium:_______________________

Style:____________________________

Patron:________________________

Cultural context and artist’s biography (see museum label and museum catalogues of general collections located in museum bookstores and libraries):

Visual Elements: In taking notes on the various visual elements, be sure to relate them directly to the artist and style. In other words consider how the handling of paint (precise or loose brushwork) is characteristic of a specific artist’s style. Or is the abstraction and stylization or ideal and naturalistic representation of the human form characteristic of a particular region, style and culture?

Subject (who or what is represented):

Style (Abstract and Stylized or Realistic, Naturalistic, Ideal?):

Iconography (symbolism or narrative):

Form (shape or structure; 2 dimensional or 3 dimension):

Composition (arrangement of forms in space; balanced; symmetrical; asymmetrical)

Technique (handling of materials):

Line (contour; implied line of sight; thick; precise; broken):

Light (additive or natural; reflected; implied inside or outside the picture frame):

Color (value/tonality (light or dark) /hue (name) /saturation or intensity (relative purity)

Chiaroscuro (shading or modeling of form with dark and light):

Texture (quality of surface; rough, shiny, smooth):

Pattern:

Mass (bulk density):

Volume (space mass organizes):

Perspective (linear, aerial, estimated, vanishing point, orthogonals; creates the illusion space recedes into the distance on a 2D surface):

Foreshortening (figures represented at angles to the picture plane surface and literally shortened to create the illusion of 3-D and projection into space):

Proportion (relation of parts to the whole; i.e. Canon of ideal human proportions):

Scale (relative size relation between members of a group; hierarchy of scale: one figure is larger than the rest):

Time and Motion:

Emphasis and Focal Point:

Unity and Variety

Repetition and Rhythm