STEM Studio: Bridging Science With Dance Through Arts-Based Learning

• In Event: Creativity and Arts Integration

Abstract

Science, Technology, Engineering, and Math (STEM) subjects and the arts are often taught in isolation with little to no influence from other disciplines. This may lead students to perceive STEM disciplines as mutually exclusive from artistic endeavors that they find engaging and enjoyable. Highly systemized learning environments that discourage children’s natural curiosity, paired with instruction that fails to draw in their interests and experiences or promote social interaction could lead children to feel apathetic towards STEM disciplines. This paper discusses the pilot development and research of an afterschool program which sought to cultivate STEM literacy and interest in under-resourced and minoritized elementary students through an underutilized pathway: the integration of dance and physics.

Authors

• Kaitlyn May, University of Alabama

• Z Winters-Derevjanik, University of Alabama

• Kelly Woodall Guyotte, University of Alabama