This document discusses how art making relates to motivation and STEM learning. It notes that both artistic creation and scientific work involve experimentation, failure, and repeated attempts to arrive at solutions. The document also suggests that art can foster the creative and collaborative problem-solving skills needed for STEM. Additionally, it argues that drawing is a core STEM skill that underlies visual arts, engineering design, science observation, and mathematics. The assignments ask students to discuss ways to encourage curiosity in their classrooms, create a video promoting a lesson, and design a lesson guiding students in creating a media project about their work.

1. Art Making, Passion and
Motivation
EDU 5913 - STEM Education for the 21st Century
Module 6

2. The Content:
Art Making, Passion and Motivation
Readings:
● Why aren’t students more curious in the classroom?
● How to Kill Learner Curiosity in 12 Easy Steps
● The Research Behind PBL, Genius Hour and Choice in the Classroom
Video:
● Drive: The Surprising Truth About What Motivates Us

3. Why Compare Art and Motivation in a
STEM Course?
● Scientific research and engineering design share many common
characteristics with art making
Both involve fear, uncertainty and pushing past
failure
Start with experimentation and playing with
Technical tools
Often take time, repeated attempts and analysis
to arrive at the end result

4. How is Curiosity Connected to Both STEM
Learning and Art Making?
For some students, Art is the “glue” that binds them to engage in creative, outside-
the-box analysis that is needed in a collaborative problem/solution driven thinking.
Source: https://www.edutopia.org/blog/arts-are-essential-in-stem-mary-beth-hertz

5. Drawing and STEM
If I would have to pick unifying or core skill in STEM, I would
have to say it is drawing.
Drawing and image-making more generally is the basis for
the visual arts, for engineering design, for description of the
natural world(science), and for geometry and mathematics.

6. Core Content Videos for This Week:
● Inquiry-Based Learning: Developing Student-Driven Questions
● Billund Build Music - Hands-On Exploration of Music
● Makers Musicales del Campamento de Invierno 2019 | Fundación
Mustakis
● PD by Bernie Zubrowski
● Science and Play
● Serious Fun at MIT
How does “fun” connect with learning? What are the results?
How does this “level the playing field” for different types of students?

7. The Assignments - Module 6:
Discussion Forum: In your classroom, what are some of the ways you encourage
curiosity, intrinsic motivation, and a sense that student work matters?
● Your post - by Wednesday, 6/17/20 at 11:59pm
● Responses to 2 peer posts by Sunday, 6/21/20 at 11:59pm
TECHNOLOGY:
● Create a 1 Minute Video advertisement/promotion for your unit- Why should students
want to take your unit? What is the rationale? What will they come away learning?
● “Sell” your unit, from a motivational standpoint - what are the amazing things that students
will get to “play with”, learn about, and make in the unit?
● Due Sunday, 6/21/20 by 11:59pm

8. The Assignments - Module 6:
Lesson Plan #5: Guiding Students in Creating Media
Create a lesson which guides students through the creation of a media artifact about their project.
Media can be a video, a slideshow, Prezi, PowerPoint-based research poster, or other type of
media that can be posted online. For young children, media can be a series of crayon drawings
which the teacher uploads into digital form.
This is not a technology skills lesson, but rather intended to guide students in editing the content.
● Student outcome = media presentation
● Objectives = SWBAT use collaborative planning and (presentation format) to _________?
Due Sunday, 6/21/20 by 11:59pm