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• Acknowledgments
• About the Authors
• Introduction
• Why a Second Edition?
• What’s New?
• Looking to the Arts
• How This Book Can Help to Implement STEAM
• Chapter Contents
• Who Should Use This Book?
• What’s Coming?
• 1. Why STEM Should Become STEAM
• The Power of the Arts
• The Real Purpose of Schooling
• The Arts Are Basic to the Human Experience
• Why Teach the Arts?
• The Arts and STEM Do Have Differences
• STEM Learning Needs the Arts
• What’s Coming?
• Major Points to Ponder
• 2. What Science Says About the Arts and Creativity
• Brain Organization
• A Note of Caution
• Thinking and Learning
• Convergent and Divergent Thinking
• Divergent Thinking Challenges the Brain—That’s a Good Thing!
• Divergent Thinking Changes the Brain—That’s a Better Thing!
• Why Don’t Schools Engage in More Divergent Thinking?
• Mind-Set: It Can Hinder or Improve Achievement
• The Arts, STEM, and Creativity
• Creativity Versus Intelligence
• Stages of Creative Thinking
• Everyone Can Be Creative
• Creativity in the History of Science
• Creativity in STEM Areas
• Does Technology Foster Creativity?
• What’s Coming?
• Major Points to Ponder
• 3. Bringing STEAM Into Schools
• What Is Arts Integration?
• What Is STEAM?
• Helping Teachers Discover Their Creativity and Craft
• Different Schools and Implementation Formats
• The Impact of School Climate
• Diverse Local and Socioeconomic Backgrounds
• Implementing the STEAM Initiative
• The Basic District Plan
• Planning Guide
• What We Are Learning
• What’s Coming?
• Major Points to Ponder
• 4. Guidelines for Creating a STEAM School
• STEAM Guidelines
• Guideline 1: STEAM Mission and Planning
• Guideline 2: STEAM in the Curriculum
• Guideline 3: Professional Development for Teachers in STEAM Implementation
• Guideline 4: STEAM Leadership and Management
• Guideline 5: STEAM in Classroom Instruction
• Guideline 6: STEAM Professional Learning Communities (PLCs)
• Guideline 7: Expanding STEAM Beyond STEM
• Guideline 8: Futures in STEAM
• Guideline 9: STEAM in Action in the Local and Global Community
• Guideline 10: A STEAM Exhibition
• What’s Coming?
• Major Points to Ponder
• 5. Frequently Asked Questions About Integrating the Arts and STEM
• What Are the Arts?
• Addressing Some Common Frequently Asked Questions
• Question 1: How Can I Do This if I Am Not an Artist and I Am Not Creative?
• Question 2: What About Arts Integration Versus Art for Art’s Sake?
• Question 3: Is There a Difference Between an Artist and a Teaching Artist?
• Question 4: Can a STEM Teacher Think Like an Artist and an Artist Think Like a STEM Teacher?
• Question 5: How Do I Make My Schedule Provide for Arts Integration?
• Question 6: Will Adding the Arts to STEM Affect My Students’ Test Scores?
• Question 7: What About Common Core State Standards? Curriculum? Textbook?
• Arts Perception Worksheet
• Answer Key
• What’s Coming?
• Major Points to Ponder
• 6. Implementing Arts Integration in the Primary Grades (K–4)
• Importance of Movement
• Science, Mathematics, and the Arts in the Primary Grades
• Organization of the School and Its Culture
• Self-Contained Versus Departmental Organization
• Planning Tips for Arts Integration
• Collaboration With Older Students in Mathematics—The “Buddy System” at Its Best!
• Arts Integration: Solo Act or Duet?
• Ideas for Arts-Integrated Lesson Plans (Primary Grades)
• Grade K—Mathematics
• Grade 2—Science
• Multigrade Arts-Related Activities With Different Animals
• What’s Coming?
• Major Points to Ponder
• 7. Implementing Arts Integration in the Intermediate Grades (5–8)
• A Day in the Life of a Middle School Student
• Departmental Organization
• Challenges of Middle School Schedules
• Keeping Students Interested: Comparing Music and Science
• Teacher-to-Teacher Collaborations
• STEM Teacher and Arts Teacher Collaborations
• STEM Teacher and Guest Teaching Artist Collaborations
• Let’s Hit the Road! Making a STEAM Class Trip Relevant
• Guidelines for the Lesson Plan Format
• Grade 7—Science
• Grade 6—Mathematics
• What’s Coming?
• Major Points to Ponder
• 8. Implementing Arts Integration in the High School Grades (9–12)
• STEAM and the Culture of High School
• Remembering the Purpose of High School
• The Value of Grit
• Arts Classes, Arts Integration, or Both?
• The Arts Show the Human Side of STEM
• Planning for an Arts-Integrated Lesson: Rerun or New Show?
• Pushing STEAM Along
• Sample Comparisons of Traditional STEM and Arts-Integrated STEAM Lessons
• Science (Biology)—Grades 9–12: “It’s Alive!”: Creating the Human Skeletal Form and Systems From Found Objects
• Mathematics/Science—Grades 9–12: “Living Land”: Designing and Building a Community Garden
• What’s Coming?
• Major Points to Ponder
• 9. Discoveries From the Field
• About the Original Appetizers
• Science—Kindergarten: My World Through My Eyes
• Science—Grades 1–5: Habitat
• Science—Grades 3–9: Digest-a-Fabric
• Science—Grades 3–12: Using Drama in Science Lessons
• Science—Grades 5–9: Cell Creation
• Science—Grades 9–12: Learning About Nature Through Watercolor
• Mathematics—Grades 2–3: Oceans of Time
• Mathematics—Grades 3–6: Introducing Artists in Mathematics Lessons
• Mathematics—Grades 6–8: Fave Films and Probability
• Mathematics—Grades 9–12: Millennium Mural
• What’s Coming?
• Major Points to Ponder
• 10. Putting It All Together
• Know Your Instructional Intuition
• General Guidelines for K–12 Lessons
• Theory of Multiple Intelligences
• Bloom’s (Revised) Taxonomy Is Alive and Well
• Sample K–12 Lessons: Examples of Arts-Related Activities in Science Topics
• Sample Template for Designing a STEAM Unit Across Grade Levels
• Professional Development to Maintain STEAM
• Role of the Building Principal/Head Teacher
• Peer Coaching
• Study Groups
• Action Research
• Workshops on New Research
• Maximizing Professional Development
• Conclusion
• Major Points to Ponder
• Resources
• Appendix A: STEAM Lesson Plan Appetizers in Science, Technology, and Engineering
• The Appetizers
• Science—Grades 1–8: Earth to Table
• Science—Grades 3–9: Learning Pitch/Frequency With a Bottle Xylophone
• Science—Grades 5–9: Using Mobiles to Learn About Levers
• Science—Grades 6–12: “Born This Way”
• Science—Grades 9–12: “The Case of the Origins of Life”: Sherlock Holmes’s “Bigger Than Life” Case!
• Science—Grades 9–12: Earth Structures Described Through Mime and Theater
• Appendix B: STEAM Lesson Plan Appetizers in Mathematics
• The Appetizers
• Mathematics—Grades 3–12: Using Drama in Mathematics Lessons
• Mathematics—Grades 9–12: Using Fibonacci to Make Memorable Music
• Mathematics—Grades 9–10: A Geometry Field Hunt
• References
• Index