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The study is grounded in an interdisciplinary and transdisciplinary approach, drawing on the work of Liao (2016), Costantino (2018), and Maeda (2013). This perspective emphasizes the integration of arts with STEM to foster holistic educational experiences that develop both creative and analytical skills. The Cultural Historical Activity Theory (Trust, 2017) provides a framework to explore how educators collaborate and share knowledge within peer-to-peer professional development networks, supporting TLP’s principle of cultivating professional reflection and collaborative learning environments (ASCD & ISTE, 2024).
The study also builds on Guyotte et al.'s (2015) work on collaborative creativity, showcasing the benefits of interdisciplinary learning environments that align with TLP’s focus on sparking curiosity and developing student expertise through authentic learning experiences (ASCD & ISTE, 2024).
The study follows a case study methodology (Yin, 2018), examining the integration of Media Arts into STEAM education in specific educational settings. Data was collected in spring 2024 through semi-structured interviews with participants, classroom observations, and thematic analysis (Braun & Clarke, 2006). A case study of the Connected Arts Network (CAN) highlights successful integration efforts and their effects on both educators and students, showcasing TLP’s principle of reflection in assessing and improving interdisciplinary strategies (ASCD & ISTE, 2024).
Preliminary results suggest that Media Arts significantly enhance student engagement and foster creativity, critical thinking, and problem-solving in STEAM education. Students exposed to Media Arts exhibit higher levels of engagement and improved retention of STEAM concepts, aligning with TLP’s focus on connecting learning to the learner by fostering personalized and meaningful learning experiences (ASCD & ISTE, 2024).
The case study of the Connected Arts Network (CAN) further illustrates how Media Arts serve as a bridge between STEM and the arts, leading to a more holistic and inclusive approach to education. We demonstrate that the integration of Media Arts into STEAM disciplines can serve as a model for future educational policies and practices (ASCD & ISTE, 2024).
This study is crucial for the advancement of STEAM education, as it addresses the need for a holistic, interdisciplinary approach to teaching and learning. By integrating Media Arts into STEAM, we promote creativity and innovation, preparing students for the complexities of an increasingly digital world. The research supports the growing body of evidence that Media Arts can enhance STEM education by making it more accessible, engaging, and inclusive—a key tenet of TLP’s focus on ensuring equity and cultivating belonging (ASCD & ISTE, 2024).
This work advocates for necessary policy changes and increased funding to support educators in implementing these interdisciplinary strategies, reflecting TLP’s focus on ensuring impactful, equitable learning experiences (ASCD & ISTE, 2024).
● ASCD, & ISTE. (2024). Transformational learning principles. ASCD & ISTE.
● Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
● Costantino, T. (2018). STEAM by another name: Transdisciplinary practice in art and design education. Arts Education Policy Review, 119(2), 100-106.
● Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Walther, J., & Kellam, N. N. (2015). Collaborative creativity among steam students. IEEE Frontiers in Education Conference Proceedings, 1-9. IEEE.
● Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49.
● Maeda, J. (2013). STEM to STEAM: Art in K-12 is key to building a strong economy. Edutopia.
● National Art Education Association. (n.d.). Connected Arts Networks (CAN). https://www.arteducators.org/community/connected-arts-networks-can
● Trust, T. (2017). Using cultural historical activity theory to examine how teachers seek and share knowledge in a peer-to-peer professional development network. Australasian Journal of Educational Technology, 33(1), 98-113.
● Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.
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