Committee on Architecture for Education

During the <g class="gr_ gr_14 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="14" data-gr-id="14">EDspaces</g> one session discussed the STEAM curriculum and why we are adding the 'A'. The STEAM studio was introduced to the attendees where their mission is to be a catalyst for change via living demonstration of an education system that supports educators in immersive outcomes. The 'A' to STEAM studio means art and being creative and changing the mindset of children.

What do you believe the 'A' stands for?
Will there be more STEAM studios forming around the world giving a new definition to collaboration and innovation?
While design thinking is something we are already doing every day, how would you define design thinking for architects and educators?
Are we struggling with design thinking because our environments are surrounded by judgment and embarrassment?

------------------------------
Kristen Houghton
Northfield VT
------------------------------

Original Message------

During the <g class="gr_ gr_14 gr-alert gr_spell gr_inline_cards gr_disable_anim_appear ContextualSpelling ins-del multiReplace" id="14" data-gr-id="14">EDspaces</g> one session discussed the STEAM curriculum and why we are adding the 'A'. The STEAM studio was introduced to the attendees where their mission is to be a catalyst for change via living demonstration of an education system that supports educators in immersive outcomes. The 'A' to STEAM studio means art and being creative and changing the mindset of children.

What do you believe the 'A' stands for?
Will there be more STEAM studios forming around the world giving a new definition to collaboration and innovation?
While design thinking is something we are already doing every day, how would you define design thinking for architects and educators?
Are we struggling with design thinking because our environments are surrounded by judgment and embarrassment?

------------------------------
Kristen Houghton
Northfield VT
------------------------------

Original Message------

I think a better "letter" to incorporate into STEM is "C" for creativity.  For some reason STECM does not sound as good as STEAM though so we should probably stick with the letter A. :-)  Although a certain amount of "artistic" ability can be taught, forcing non-artistic kids to incorporate "art" into their learning is creating a road block in my opinion.  Having raised two creative kids has shown me that.  My daughter has always loved art, and loved projects where she got to model, decorate, or otherwise be artistic with her presentation.  My son on the other hand is more creative with his thoughts, looking at problems from an alternative perspective, coming up with creative stories, asking questions about things that may seem way out of left field, etc.  Both of them are creative, but my son is not what you would consider artistic.  He dreaded projects where he had to be artistic with his presentation.

Based on what I know of my two kids, I think it is important to keep the A defined fairly loosely, and focus more on creativity.  Allow the more artistic kids to express their knowledge and understanding in an artistic manner, but recognize and promote non-artistic forms of creativity as well.

My two cents...

Brad A McKenzie, AIA

Assistant Director of Business Operations

Project Architect

SAPP DESIGN ASSOCIATES ARCHITECTS
3750 S. Fremont Springfield, MO 65804
P: 417-877-9600 (ext. 228)  F: 417-877-9696  E: mckenzie@sdaarchitects.com
www.sdaarchitects.com | Facebook | Twitter | CONFIDENTIALITY NOTICE

Original Message------

I think a better "letter" to incorporate into STEM is "C" for creativity.  For some reason STECM does not sound as good as STEAM though so we should probably stick with the letter A. :-)  Although a certain amount of "artistic" ability can be taught, forcing non-artistic kids to incorporate "art" into their learning is creating a road block in my opinion.  Having raised two creative kids has shown me that.  My daughter has always loved art, and loved projects where she got to model, decorate, or otherwise be artistic with her presentation.  My son on the other hand is more creative with his thoughts, looking at problems from an alternative perspective, coming up with creative stories, asking questions about things that may seem way out of left field, etc.  Both of them are creative, but my son is not what you would consider artistic.  He dreaded projects where he had to be artistic with his presentation.

Based on what I know of my two kids, I think it is important to keep the A defined fairly loosely, and focus more on creativity.  Allow the more artistic kids to express their knowledge and understanding in an artistic manner, but recognize and promote non-artistic forms of creativity as well.

My two cents...

Brad A McKenzie, AIA

Assistant Director of Business Operations

Project Architect

SAPP DESIGN ASSOCIATES ARCHITECTS
3750 S. Fremont Springfield, MO 65804
P: 417-877-9600 (ext. 228)  F: 417-877-9696  E: mckenzie@sdaarchitects.com
www.sdaarchitects.com | Facebook | Twitter | CONFIDENTIALITY NOTICE

Hi Leland,

That link did not go live. Can you please send it again.

Thanks,

Tara Imani, AIA, NCIDQ, ASID, CSI
Registered Architect + Interior Designer

Tara Imani Designs, LLC
10333 Richmond Avenue, Suite 170
Houston, TX 77042

Work/Mobile Ph: 832-723-1798

www.taraimanidesigns.com


Original Message------

I've decided to respond with an attachment regarding the STEAM conversation if that is considered acceptable.

Leland Edgecombe, AIA, ASLA, AICP/CNU

The emerging neuroscience evidence suggests that art/creativity in many forms stimulates comprehension in other, often unrelated areas--precisely such as science, technology, engineering and mathematics.  Playing Mozart may aid in the comprehension of math concepts, for example.  You might even say art truly puts the steam in STEM!

------------------------------
Kurt C. Hunker, FAIA
The Office of Kurt Hunker, FAIA
San Diego CA
------------------------------

Original Message:
Sent: 11-03-2017 19:52
From: Tara Imani
Subject: STEAM

Hi Leland,

That link did not go live. Can you please send it again.

Thanks,

Tara Imani, AIA, NCIDQ, ASID, CSI
Registered Architect + Interior Designer

Tara Imani Designs, LLC
10333 Richmond Avenue, Suite 170
Houston, TX 77042

Work/Mobile Ph: 832-723-1798

www.taraimanidesigns.com


Original Message------

I've decided to respond with an attachment regarding the STEAM conversation if that is considered acceptable.

Leland Edgecombe, AIA, ASLA, AICP/CNU

Neuroscience also suggests that the continued prohibition of traditionally inspired design is detrimental to people's wellbeing.  Imagine music subscribing to the notion of composing 'for our time'.

Daniel Morales AIA

------------------------------
Daniel Morales AIA
Company Architect
Parkwood Homes
Silver Spring MD
------------------------------

Original Message:
Sent: 11-07-2017 17:59
From: Kurt Hunker
Subject: STEAM

The emerging neuroscience evidence suggests that art/creativity in many forms stimulates comprehension in other, often unrelated areas--precisely such as science, technology, engineering and mathematics.  Playing Mozart may aid in the comprehension of math concepts, for example.  You might even say art truly puts the steam in STEM!

------------------------------
Kurt C. Hunker, FAIA
The Office of Kurt Hunker, FAIA
San Diego CA

Original Message:
Sent: 11-03-2017 19:52
From: Tara Imani
Subject: STEAM

Hi Leland,

That link did not go live. Can you please send it again.

Thanks,

Tara Imani, AIA, NCIDQ, ASID, CSI
Registered Architect + Interior Designer

Tara Imani Designs, LLC
10333 Richmond Avenue, Suite 170
Houston, TX 77042

Work/Mobile Ph: 832-723-1798

www.taraimanidesigns.com


Original Message------

I've decided to respond with an attachment regarding the STEAM conversation if that is considered acceptable.

Leland Edgecombe, AIA, ASLA, AICP/CNU