STEM, theatre arts, and interdisciplinary integrative learning : bridging the cultures
著者
書誌事項
STEM, theatre arts, and interdisciplinary integrative learning : bridging the cultures
(The arts in higher education)
Palgrave Macmillan, c2022
大学図書館所蔵 全2件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book responds to challenging questions about curricular realignment, especially how a more porous approach to higher education reduces the impact of a "siloed" curriculum, lessens the tendency toward the fragmentation of knowledge, allows for the development of cross-disciplinary explorations, and promotes new approaches to knowledge and creativity through interdisciplinary integrative learning. This volume demonstrates how combining two seemingly disparate cultures helps undergraduate students develop creative mindsets needed for addressing challenging open-ended questions, complex social issues, and non-routine problem-solving. In doing so, this book aims to stimulate discussions about integrative interdisciplinary education between STEM and other fields of performance and performance technologies that have been either overlooked or underdeveloped.
目次
1 Introduction: Why Include Theatre Arts in New Modes of Undergraduate Education?.
References and Suggestions for Further Reading.
2 Meeting the Challenges of Shifting Education Paradigms.
Introduction.
Greater Expectations, AAC&U's Essential Learning Outcomes, and Principles of Excellence.
Educational Practices.
Integrating STEM with the Humanities and Arts.
Conclusions.
References and Suggestions for Further Reading.
3 Let's Get Started.
Introduction.
Liberal Arts, Liberal Education, and General Education.
Why Integration and What Is It?.
STEM, STEAM, and SHTEAM.
Other Examples of Integration (STS, STIRS, and STEMM).
Modes of Learning: Multidisciplinary, Interdisciplinary, Transdisciplinary, Integrative, and Applied.
Transformative Learning.
Factoring in Implementation.
Conclusions.
References and Suggestions for Further Reading.
4 Enhancing Learning Through Integrative Education: On the Road.
Introduction.
Learning in the Digital Age.
Integrative Learning: Signature Work and Capstones.
The Whole Is Greater than the Sum of Its Parts.
Disciplinary Knowledge Versus Interdisciplinary Connections.
Additional Roadblocks.
The Road Ahead.
From the Inside Looking Out.
A Call to Action.
Conclusions.
References and Suggestions for Further Reading.
5 Bridging the Gap Between STEM and Theatre Arts.
Introduction.
Theatre Arts Programs and the Theatre Practitioner.
Signature Pedagogies.
The Theatre Practitioner.
The Scientist.
The Mathematician.
The Engineer.
The Scientist, the Mathematician, the Engineer, and the Theatre Artist.
Liminal Spaces.
The Artistic Paradox: Humanism Versus Practicality.
Conclusions.
References and Suggestions for Further Reading.
6 The Marriage of Disparate Disciplines.
Introduction.
Bridging the Gap Between Theatre and STEM.
The Artist as Scientist and the Scientist as Artist.
Leonardo da Vinci and Johann Wolfgang von Goethe.
Collaborative Partnerships.
Conclusions.
References and Suggestions for Further Reading.
7 The Creative Spirit.
Introduction.
What Is Creativity?.
Where Is Creativity?.
Can Creativity Be Taught?.
Crossing Boundaries: Myths, Misconceptions, and Labels.
The New Frontier: "ArtScience" Collaborations.
Creative Pathways.
The Practice of Making.
Design Thinking and Systems Thinking.
Conclusions.
References and Suggestions for Further Reading.
8 Facing the Creative Imperative.
Introduction.
Decoding the Disciplines.
More About Decoding.
Unpacking the Language, Strategies, and Creative Process in Theatre Arts.
No Muses on Stage Please.
Beyond "Soft Skills".
Toward Effective Storytelling.
What Is an Imagistic Analysis?.
Practicing the Art of Creativity in Theatre.
Teasing Out Similarities.
Divergent and Convergent Thinking.
Various Positions on the Scientific Method.
Sharing Creative Practices: Engineering and Theatre.
Social and Professional Skills.
Walking the Walk.
Sitting at the Table of Curriculum Reform.
Conclusions.
References and Suggestions for Further Reading.
9 Answered and Unanswered Questions.
Introduction.
Making the Case.
Looking Forward.
The Players and the Process.
Questions, Concerns, and Suggestions for Further Research.
References and Suggestions for Further Reading.
Appendix V1: Good Questions: Drawing on Theater to Educate Reflective Engineers as Civic Participants, by Alison Wood.
Appendix V2: Constructing and Performing the Self: An Interdisciplinary Course That Transforms Scholars and Selves, by Jonathan M. Adler.
Appendix V3: Contemplating Science: A New Educational Paradigm for Interdisciplinary and Integrative Learning in Engineering, by Yevgeniya V. Zastavker and Madhvi J. Venkatesh.
Appendix V4: Theater Brings Community Voice to Bear on Wicked Problems, by Sarah A. Brownell.
Appendix V5: The Three-Year Theatre Engineering Capstone Experience: Scaffolding the Integration of Theory and Practice, by Rich Dionne.
Appendix V6: Portfolios That Build Community, by Leigh Witek.
Appendix V7: Going Beneath, by Lance Gharavi.
Appendix V8: Transdisciplinary and Multimodal Live Performance Research and Integration into the Curriculum, by Daniel Fine.
Appendix V9: Data Theatre, by Rahul Bhargava.
Appendix V10: Mechanics Meets Metaphor: An Interdisciplinary Web, by Liam Hofmeister.
Appendix V11: A Heart-Brain Connection: What Giraffes Taught Me About Science and the Arts, by Virginia Anderson.
Appendix V12: Reflections, by Shane L. Collins.
Appendix V13: Catalyst Collaborative@MIT: Pictures of Practice, by Debra Wise.
Biographies.
Index.
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