Education Week - October 4, 2017 - 22

COMMENTARY
TION:
A
C
U
ED
ARTSA Look Ahead
ABOUT THIS SPECIAL SECTION
Arts education is a discipline in transition.
The Every Student Succeeds Act ushers in the
definition of a "well-rounded education" as
one that includes arts instruction, as well as
math and language arts. And arts integration,
many argue, has a major role to play in the
development of the nation's current and
future workforce. But how the arts should be
taught in schools (and the scientific evidence
of their impact) remains divisive. While some
advocate for arts integration, others caution
that maintaining a separate space for arts
education is key to its survival. Within the
scientific community, too, researchers continue
to debate whether the cognitive benefits of the
arts in other subjects have been misconstrued
or overblown.
In this package, Education Week has
convened a range of researchers, professors,
and practitioners to argue their case for
arts education's path forward. Despite their
many contrasting opinions, these experts all
agree on one thing: Arts instruction is key to
American schooling and is worth supporting,
researching, and protecting.
This special section is supported by a grant from The
Wallace Foundation. Education Week retained sole
editorial control over the content of this package; the
opinions expressed are the authors' own, however.

T

The 'A' in STEAM
Completes the Puzzle

By Susan Riley

he education field can always count on
shifting priorities. Over the past 20 years,
in an attempt to "fix" what many people
dub a broken public school system, everyone from politicians to famous athletes to
business moguls to education leaders has
tried to find and repair the gaps in student achievement. But many educators are
skeptical of new initiatives that come down the pike. Is
a revamped approach really meant to help prepare children for the future, or is it just people outside of education
sticking their noses where they don't belong?
That certainly rings true in the STEM vs. STEAM argument of the past decade. In recent years, science, technology, engineering, and math have been at the center of
our schools' change fabric. These fields are desperate to
fill jobs that didn't exist before the 21st century. According to the 2016 U.S. News/Raytheon STEM Index, there
were more than 230,000 additional STEM jobs and less
than 31,000 additional graduates in these fields in 201415 alone. To help close that gap, President Barack Obama
rolled out investments and initiatives to increase STEM
education.
As schools expanded into high-tech gadget hubs, many
educators argued for the integration of arts into STEM
learning to bring needed creativity to the learning process.
Others pushed back for keeping the arts separate, saying that adding the arts to STEM subjects simply created
more distraction. While the STEAM movement has gained
momentum, educators are still divided on arts integration.
Many STEM-area teachers have been wary of what add-

Raul Arias for Education Week

"

We can't simply
teach our
content areas
separately and
expect that
students will be
able to integrate
them after
graduation."

22 | EDUCATION WEEK | October 4, 2017 | www.edweek.org/go/commentary

ing that "A" really means. Are the arts just looking for a
piece of the money pie that was supposed to support muchneeded training and materials for STEM teachers?
That is a valid question. As an artist and arts-integration specialist, I will be the first to admit that we arts
educators advocate the arts as loudly as we can. But who
can blame us? For so long, it has been almost impossible
to get people to acknowledge that the arts are valuable in
and of themselves.
But STEAM isn't just an inclusion of the arts-it's an
educational approach to learning that uses the arts as
an access point for guiding student inquiry, dialogue, and
critical thinking. The practice of integrating the arts with
STEM allows students to connect their learning in those
critical areas with arts practices, elements, design principles, and standards.
At its core, STEM education drives instruction of its
four areas of study through observation, inquiry, and
problem-solving. Creativity is critical to these processes.
Our 21st-century economy requires the ability to connect
across content areas and create with ingenuity. NASA
estimates that we can put humans on Mars within the
next two decades. Are our students ready for that reality?
Will those who one day make it to Mars be able to think not
only critically but creatively when a problem arises with no
known answer?
At its best, STEAM removes the limitations of pure orderly thinking and replaces them with wonder, critique,
inquiry, and innovation. Students are able to think more
deeply and ask non-Googleable questions.
The passage of the Every Student Succeeds Act in
2015, which introduced formal language that recognized
STEAM education, freed up funding for schools to use this
approach. Now that states are more broadly recognizing
the possibilities of STEAM, the question becomes: How do
we best integrate the arts into the classroom?
True arts integration means connecting content areas
through aligned standards. While creating artwork of the
solar system or singing a song to memorize math facts can
be engaging, it's not authentic to the integration process.
These kinds of projects don't truly honor the arts for the
intrinsic value they bring to the whole child.
Teachers must instead explicitly teach both STEM and
arts content for their own sake to give students a solid
foundation before allowing them to apply those skills together. We can't simply teach our content areas separately
and expect that students will be able to integrate them
after graduation.
For example, students must understand both the basics
of fractions and rhythmic structure if they are to successfully integrate musical composition and math equations.
It's not enough to teach fractions in math class and then
teach note values in a music class. The true learning
comes when students understand and apply musical notation as math.
What schools must stop doing is teaching the puzzle
pieces and then never letting students put the puzzle
together. Through arts integration, students are finally
discovering and creating their own solutions, rather than
waiting on the teacher to tell them how to arrive at an answer. That is why schools should intentionally work across
standards to provide a deeper, richer opportunity for students to truly own their learning.
From my own work, I can tell you firsthand there are
no right or wrong pathways. It's not STEM vs. STEAM.
It's STEM and STEAM. I have seen the positive impact of
providing students with opportunities that best meet their
needs and make learning meaningful. We as educators are
simply the facilitators of that process. Why wouldn't we
give students multiple channels to do so? n
SUSAN RILEY is an arts-integration specialist based in Maryland and
the founder of EducationCloset, an organization that provides online
curriculum and professional development about arts integration.


http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - October 4, 2017

Education Week - October 2, 2017
States Are Making It Easier To Transfer Teacher Licenses
Union Fees Again Reach High Court
Education Advisers Say White House Has Ignored Them
News in Brief
Report Roundup
Independent Charters Aim to Elevate Their Status
In Devastated Puerto Rico, Reopening of Schools Is Far Off
Are Selectivity and Diversity Competing Goals for Teaching?
Teachers Found to Miss More Work In Regular Schools Than in Charters
Math, Reading Hurdles Drawing Joint Scrutiny
Growing Numbers of States Embrace Career Education
DIGITAL DIRECTIONS: From Theory to Practice, Hurdles for Personalized Learning
New SAT Results Hard to Gauge
K-12 Budget Woes Dog States As School Year Advances
DeVos Expounds on Policy In One-on-One Interview
DeVos Gives Schools Options On Handling of Sexual Assault
Watch List: High Court, 2017-18 Term
Scenes From DeVos’ ‘Rethink School’ Tour
State ESSA Plans: One-Stop Guide
Arts Education: A Look Ahead Researchers, professors, and practitioners make their case for the future of the discipline
Susan Riley: The ‘A’ in STEAM Completes the Puzzle
Jay P. Greene: Arts Integration Is a Sucker’s Game
Howard Gardner & Ellen Winner: We Still Have So Much More to Learn
Emily Gasoi & Sonya Robbins Hoffmann: For the Future, Arts Assessment Is Indispensable
Letters
TopSchoolJobs Recruitment Marketplace
Mariale Hardiman: Asking the Right Questions for a Creative Future
Education Week - October 4, 2017 - Education Advisers Say White House Has Ignored Them
Education Week - October 4, 2017 - 2
Education Week - October 4, 2017 - 3
Education Week - October 4, 2017 - Report Roundup
Education Week - October 4, 2017 - 5
Education Week - October 4, 2017 - Independent Charters Aim to Elevate Their Status
Education Week - October 4, 2017 - In Devastated Puerto Rico, Reopening of Schools Is Far Off
Education Week - October 4, 2017 - Teachers Found to Miss More Work In Regular Schools Than in Charters
Education Week - October 4, 2017 - Math, Reading Hurdles Drawing Joint Scrutiny
Education Week - October 4, 2017 - Growing Numbers of States Embrace Career Education
Education Week - October 4, 2017 - DIGITAL DIRECTIONS: From Theory to Practice, Hurdles for Personalized Learning
Education Week - October 4, 2017 - New SAT Results Hard to Gauge
Education Week - October 4, 2017 - 13
Education Week - October 4, 2017 - DeVos Expounds on Policy In One-on-One Interview
Education Week - October 4, 2017 - DeVos Gives Schools Options On Handling of Sexual Assault
Education Week - October 4, 2017 - Watch List: High Court, 2017-18 Term
Education Week - October 4, 2017 - 17
Education Week - October 4, 2017 - Scenes From DeVos’ ‘Rethink School’ Tour
Education Week - October 4, 2017 - 19
Education Week - October 4, 2017 - State ESSA Plans: One-Stop Guide
Education Week - October 4, 2017 - 21
Education Week - October 4, 2017 - Susan Riley: The ‘A’ in STEAM Completes the Puzzle
Education Week - October 4, 2017 - Jay P. Greene: Arts Integration Is a Sucker’s Game
Education Week - October 4, 2017 - Emily Gasoi & Sonya Robbins Hoffmann: For the Future, Arts Assessment Is Indispensable
Education Week - October 4, 2017 - Letters
Education Week - October 4, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - October 4, 2017 - 27
Education Week - October 4, 2017 - Mariale Hardiman: Asking the Right Questions for a Creative Future
Education Week - October 4, 2017 - CW1
Education Week - October 4, 2017 - CW2
Education Week - October 4, 2017 - CW3
Education Week - October 4, 2017 - CW4
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