Steam curriculum: Arts Education As An Integral Part Of Interdisciplinary Learning

The Watershed Project 

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RUNNING HEAD: STEAM CURRICULUM PLAN 
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Wynn and Harris (2012) interviewed art educators for ideas on implementing 
interdisciplinary topics and they provided a middle school project that exemplifies an 
integrated curriculum. At RMS Middle School, a team of teachers consisting of the math, 
science, and art teacher worked together to formulate and lead a Watershed project in 
which the 6
th
grade students created a mosaic as a visual representation of the human 
impact on the environment (Wynn & Harris, 2012, p. 46). They learned about natural 
processes in the environment, conservation, and ecosystems. Each student kept a 
sketchbook in which they used to collect information and sketch works-in-progress. The 
teacher team took the students to do field work on the river and to an art museum with 
their sketchbooks to note questions and observations. According to Wynn and Harris 
(2012) this type of learning is important because, “Art students become better technicians 
and conceptual thinkers through STEAM, while science students become more 
imaginative and innovative” (p. 47). 
The Aesthetic/Analytical Mode of Thought 
Adding to this conversation are the authors Bequette and Bequette (2012) who 
argued that, “…interdisciplinary work in the arts and sciences can lead to curricular 
components that combine aesthetic and analytical modes of thinking to the betterment of 
both science and art” (p. 43). They discussed how the artistic and design processes are 
similar to problem solving processes used in the STEM disciplines, which make them 
capable of melding together seamlessly. “Pedagogically, both art and engineering 
education lend themselves to problem-based learning (PBL), a way to motivate and 
integrate authentic learning in a discipline” (Bequette & Bequette, 2012, p. 44).