An object-oriented curriculum theory for STEAM: Boundary shifters, materiality and per(form)ing 3D thinking

How do we conceptualize transdisciplinary curriculum development and what might be the curriculum theory that is driving it? In the following I pursue the development of an object-oriented curriculum theory that assembles material agencies that form praxis in curriculum development. I am particularl...

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Bibliographic Details
Published inInternational journal of education through art Vol. 14; no. 1; p. 35
Main Author Knochel, Aaron D
Format Journal Article
LanguageEnglish
Published Bristol Intellect Ltd 01.03.2018
Subjects
Art education
Curricula
Curriculum development
Educational theory
Interdisciplinary subjects
Materiality
Software
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Summary:How do we conceptualize transdisciplinary curriculum development and what might be the curriculum theory that is driving it? In the following I pursue the development of an object-oriented curriculum theory that assembles material agencies that form praxis in curriculum development. I am particularly interested in the potential of a science, technology, engineering, art and math (STEAM) curriculum that allows arts educators and their disciplinary counterparts an opening to think curriculum anew. I focus on various graphics software from a range of STEAM practices by following their material agency as boundary shifters so that we might come to know the accumulations, translations and mediators doing things important to studio and laboratory practice. In building an object-oriented curriculum theory, I offer three theorems: looking for the immutable image, gathering the materiality of data-bodies and per(form)ing three-dimensional thinking.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1743-5234
2040-090X
DOI:10.1386/eta.14.1.35_1