Culturally Situated Arts-Based Learning Seed Questions
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This document discusses how culturally situated arts-based learning can enhance STEM education. It involves integrating cultural art and design with STEM principles to create simulations of artifacts. This allows students to tap into their intrinsic learning styles through creative expression. Digital media also plays a role, including use of mobile devices. The document poses questions about how culture and the arts enhance STEM understanding and how this approach can bridge formal and informal learning.
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Dr. Nettrice R. Gaskins presented on using public art to teach STEAM concepts such as basic circuits and soldering. The presentation covered fundamentals of circuits, prototyping ideas through testing, and exhibiting the work. Examples of public art involving science, technology, and mathematics were provided, along with links to brainstorm new ideas and contact Dr. Gaskins for more information.
STEAM Learning & Education: K-12
STEAM (Science, Technology, Engineering, Art and Mathematics) involves teaching and learning using multiple disciplines. A STEAM Lab allows students to explore concepts across subjects in a creative space centered around art. The document outlines various STEAM concepts and techniques students may explore such as creating idea maps, learning to solder, creative coding, and exhibition of student work. It also provides an example of how to structure project-based STEAM learning using objectives focused on gaining student attention, relevance, confidence, and satisfaction.
Boston Arts Academy STEAM Fair Presentation
Self-determination and STEAM allow communities to define the world through their own interests and cultures and place their history at the center. Afrofuturism gives artists agency to repurpose existing works to create new worlds and navigate social realities. The STEAM lab focuses on fundamentals like circuits and soldering, as well as design, prototyping, and exhibition to present projects like board games and robotic puppets created from new ideas.
Boston Arts Academy STEAM Lab Model
This document outlines the steps in a STEAM project-based learning plan, including fundamentals, prototyping, and exhibition. It suggests focusing students' attention on making a STEAM project, showing the importance of STEAM skills for artists, helping increase confidence in STEAM skills through workshop requirements, and rewarding students for learning new STEAM skills.
Afrofuturism on Web 3.0
From the West and Central African cosmogram to virtual 3D space and sound-generated graphics, the work of Dr. Nettrice R. Gaskins crosses the boundaries between science fact and science fiction.
Survey of New Media Lecture
The document discusses metaphysics of presence and how being exists within frameworks or states, with definitions of presence and absence relying on these states. It also discusses urban metaphysics as a deconstruction of Western ideas through street art and technology. Additionally, it mentions black futurism or Afrofuturism as a discourse centered on absence and presence, involving constructions or deconstructions of self, as seen in works engaging valuations of images and presentations.
The Electrofunk Mixtape: Illuminus Edition
The Electrofunk Mixtape: Illuminus Edition is a collaboration between the STEAM Lab at Boston Arts Academy, sculptor Brian Browne, and music producer Hank Shocklee to create an interactive 3D art installation. Electronics, music, and video projections will be layered on Brian Browne's 3D sculptures, which will hang or be worn by performers. Visitors will experience and participate in a responsive art installation combining music, movement, light, and projections.
Anansi Reconsidered: Panel Presentation
Nettrice Gaskins, Ph.D., STEAM Director, Boston Arts Academy, will join Brides of Anansi artists Saya Woolfalk and Xenobia Bailey in conversation to look at how contemporary women artists look at nature and natural systems for inspiration.
NATF Presentation: Techno-Vernacular Creativity, Innovation & Learning
This document discusses techno-vernacular creativity (TVC), which refers to cultural art and technology created by underrepresented groups for creative expression. It provides examples of artists like Sanford Biggers who incorporate circles/mandalas from different cultures in their work. The document also describes how mapping, diagramming, and remixing are important aspects of TVC, and how culturally-situated design arts can engage informal science learning through exploration of concepts like rotation and translation.
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This document provides an overview of biomimicry and 3D printing for a workshop. It defines biomimicry as modeling design and production on biological entities and processes. It describes the key steps to 3D printing as modeling an object, fixing any errors, slicing it into layers, and printing. It also explains that 3D printers use materials like plastic instead of ink to create solid, three-dimensional objects. The workshop will include a live demo and discussion of biomimicry examples as well as the components of 3D printers.
The African Cosmogram Matrix in Contemporary Art and Culture
This document discusses the connections between West African cosmology and Afrofuturist art. It explores how Afrofuturist artists reimagine history and the future of the African diaspora through science, science fiction, and technology with their own worldviews. The Kalunga line under the Atlantic Ocean, representing the threshold between the living and dead, is referenced. Crossroads have complex patterns in West African cultures and are simplified in Afrofuturist art. Works aim to position viewers in a sense of completeness or utopia, referenced as Funkentelechy in P-funk music.
WeAreCity: Black Futurism
This document discusses the history and concepts of Afrofuturism across multiple artistic disciplines such as music, literature, visual art, and film. It provides early examples of Afrofuturism in literature from the early 20th century depicting advanced African societies and black scientists. It also discusses how jazz musician Sun Ra incorporated music, myth, and performance to present a unified vision of space that influenced later generations. The document explores how Afrofuturist artists create new conceptions of race, gender, and culture through technology to envision possible futures for the African diaspora.
Techno-Vernacular Creativity, Innovation & Learning in Underrepresented Ethni...
Techno-Vernacular Creativity, Innovation & Learning in Underrepresented Ethni...Nettrice Gaskins, Ph.D.
The document summarizes a dissertation that examines techno-vernacular creativity (TVC) in underrepresented ethnic communities and its potential to increase interest and motivation in STEAM fields. Key points:
1) The dissertation includes a literature review on TVC, prior research, and theoretical frameworks related to culturally situated learning and design.
2) A professional workshop at Georgia Tech brought together experts to explore how TVC can engage underrepresented groups in STEAM. Workshops were also conducted with middle school students.
3) Results found that the professional workshop helped bridge disciplines and cultural differences. Student workshops found expression and art were most engaging and increased interest in STEAM topics.
4) The dissertation examinesVision Mapping Workshop
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Culturally Situated Arts-Based Learning Seed Questions
- 1. Advancing STEM Through Culturally Situated Arts-Based Learning Seed Questions
- 2. Culturally situated arts-based learning merges successful methods which can be deployed in a variety of informal learning contexts to enhance interest, motivation and learning in STEM.
- 3. Culturally situated learning integrates cultural art and design into STEM. Culturally Situated Design Tools (CSDTs) allow students to create simulations of cultural artifacts using underlying math principles..
- 4. Arts-based learning fosters the teaching of STEM through the arts, as an outlet for students to express their knowledge and creativity, allowing them to tap into their intrinsic learning styles.
- 5. Digital media and learning investigates the intricate dynamics of young peoples' social and recreational use of digital media. This includes the use of mobile devices.
- 6. Seed Questions • What role does culture (art, design, heritage) play in STEM? • In what ways are the arts and crafts enhanced by an understanding of STEM? • How can culturally situated arts-based learning (CSABL) bridge the gap between formal and informal learning? • What are some challenges for educators who want to integrate CSABL?
- 7. In response to these questions participants are asked to prepare and submit one-page projections of their ideas and/or 2-3 images of their artwork. For more information: http://dm.lcc.gatech.edu/~ngaskins3/NSF_Workshop_201 4/index.html
Editor's Notes
- Good afternoon. I am a Ph.D. candidate in the Digital Media program at Georgia Tech, working with my thesis advisorCelia Pearce on Advancing STEM Through Culturally Situated Arts-Based Learning. This two-day workshop will bring researchers, artists and cultural practitioners together to explore the role that culture and art (cultural art) plays among underrepresented ethnic students that, as studies show are increasingly uninterested, or disengaged in STEM.