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Constructing Ninja Sculpture Pants: Indigenous STEAM education at the intersection of art and science.

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Title: Constructing Ninja Sculpture Pants: Indigenous STEAM education at the intersection of art and science.
Authors: Andersen, Patricia1 (AUTHOR) patricia.a.andersen@gmail.com, Graham, Mark1 (AUTHOR) mark_graham@byu.edu
Source: Art, Design & Communication in Higher Education. Apr2025, Vol. 24 Issue 1, p29-51. 23p.
Subject Terms: *STEAM education, *Culturally relevant education, *Middle school students, *STEM education, *School integration
Abstract: This article describes an approach to STEAM education in which art is viewed as a unique discipline with distinct ways of thinking. The researchers developed and evaluated a STEAM education programme to explore how art and science work together to expand and accelerate inventive thinking among Native American middle school students who participated in American Indian Services (AIS) Pre-Freshman Engineering Program (PREP). An important focus of this project was the unique local environment and culture that included Diné culture in Gallup, NM. We hypothesize that integrating culturally responsive, transdisciplinary art into an existing STEM summer programme will increase student engagement and understanding of art and science as ways of inquiry, personal exploration and constructing knowledge. We assumed that art thinking can enhance students' sense of autonomy and competence. Our primary research question was: How does a culturally responsive, art-integrated STEAM curriculum influence student thinking, learning and understanding of connections between art and science? The research contributes to developing and evaluating out-of-school-time STEAM learning opportunities, adds to the knowledge of how to connect culture to STEM education through arts integration and contributes to improved educational outcomes through art and design integration in rural Indigenous communities. [ABSTRACT FROM AUTHOR]
Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Constructing Ninja Sculpture Pants: Indigenous STEAM education at the intersection of art and science.
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  Data: <searchLink fieldCode="AR" term="%22Andersen%2C+Patricia%22">Andersen, Patricia</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> patricia.a.andersen@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Graham%2C+Mark%22">Graham, Mark</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mark_graham@byu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Art%2C+Design+%26+Communication+in+Higher+Education%22">Art, Design & Communication in Higher Education</searchLink>. Apr2025, Vol. 24 Issue 1, p29-51. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22STEAM+education%22">STEAM education</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Middle+school+students%22">Middle school students</searchLink><br />*<searchLink fieldCode="DE" term="%22STEM+education%22">STEM education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+integration%22">School integration</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article describes an approach to STEAM education in which art is viewed as a unique discipline with distinct ways of thinking. The researchers developed and evaluated a STEAM education programme to explore how art and science work together to expand and accelerate inventive thinking among Native American middle school students who participated in American Indian Services (AIS) Pre-Freshman Engineering Program (PREP). An important focus of this project was the unique local environment and culture that included Diné culture in Gallup, NM. We hypothesize that integrating culturally responsive, transdisciplinary art into an existing STEM summer programme will increase student engagement and understanding of art and science as ways of inquiry, personal exploration and constructing knowledge. We assumed that art thinking can enhance students' sense of autonomy and competence. Our primary research question was: How does a culturally responsive, art-integrated STEAM curriculum influence student thinking, learning and understanding of connections between art and science? The research contributes to developing and evaluating out-of-school-time STEAM learning opportunities, adds to the knowledge of how to connect culture to STEM education through arts integration and contributes to improved educational outcomes through art and design integration in rural Indigenous communities. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1386/adch_00108_1
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        Text: English
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      – SubjectFull: STEAM education
        Type: general
      – SubjectFull: Culturally relevant education
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      – SubjectFull: Middle school students
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      – SubjectFull: STEM education
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              Text: Apr2025
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              Y: 2025
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