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

Collaboration 
Grinnell and Angal (2016) attest that adding the ‘A’ to STEM gives students an 
opportunity to work effectively together (p. 54). In one elementary STEAM unit, Shorter 
and Segers (2016) witnessed students working together in groups with their art teacher 
and collaboration occurring amongst the students and the experts (p. 43). Keane and 
Keane (2016) confirmed similar observations in elementary and middle school STEAM 
workshops in which students collaborated in order to brainstorm and revise proposals for 
their designs (p. 65-8). One of the emergent themes of a qualitative research on STEAM 
practices was collaborative learning (Ghanbari, 2015, p. 10). Research findings show that 
STEAM practices provide students with dynamic, interactive learning experiences 
(Keane & Keane, 2016, p. 62). STEAM curriculum should promote collaborative 
learning via conversation and constructive criticism amongst peers in order to come to a 
solution as a team (Ghanbari, 2015, p. 10). STEAM should be integrated into pedagogical 
practices by focusing on processes and skills and the growth of collaborative skills 
instead of the end product (Liao, 2016, p. 46).
Student Choice 
Lastly, true STEAM practices incorporate student choice in order to make the 
content relevant for the students (Quiggley & Herro, 2016, p. 417; Sharapan, 2012, p. 
38). In addition to relevance, choice makes the learning more meaningful for students, 

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RUNNING HEAD: STEAM CURRICULUM PLAN 
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they are able to enjoy learning with engaging classes, become excited about their 
coursework, and feel a sense of ownership (Ghanbari, 2015, p. 10; Shorter & Segers, 
2016, p. 43). Student choice provides students options in applying their knowledge or 
information learned even though the same material was covered with all students 
(Quiggley & Herro, 2016, p. 419). Shorter and Segers (2016) state that STEAM and PBL 
engage and motivate students because it allows them to create a real product which 
piques their interest throughout the process (p. 46). STEAM adds, “…a creative value-
driven edge to STEM” that connects imaginations with a real purpose, transforms 
disciplinary-based instruction to transdisciplinary practices, develops student abilities and 
captures student interests (Keane & Keane, 2016, p. 62).