Saturday, September 27, 2014

[Yasmin_discussions] My New STEAM Lab

I'm building and managing a new STEAM Lab in an urban arts high school
where the demographics are 40% African American and 40% Latino American.
Boston Arts Academy is full-inclusion which means that students with
special needs spend most or all of their time with non-disabled students.
My challenge is how to create a space where Art and STEM teachers can use
resources to engage students who are majoring in dance, music, visual arts,
theater, etc. The curricula is not only interdisciplinary but also
culturally responsive. One of the main questions I'm addressing is:

How do artists tinker?

The dancer teacher was the first one to bring a class to the Lab. The
visual art teacher was next and after that the math teacher. The Lab has
open access hours (after school) and students have started showing up with
ideas for projects. We're only after about three weeks into the new school
year.

For more information about this new project check out this post:
http://bostonartsacademy.org/home-news/steam-lab.

--
*Nettrice R. Gaskins, Ph.D.*
STEAM Lab Director
Boston Arts Academy
http://nettrice.ushttp://netarthud.wordpress.com
http://blog.art21.org/author/nettrice-gaskins
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Monday, September 22, 2014

[Yasmin_discussions] What does STEAM have to do with it

yasminers

our stem to steam discussion prompted a interchange
between paul fishwick and kang zhang at the utd computer
science department

kang i think points out correctly that in fact
the stem to steam work goes in both directions

- STEM into the arts- as with computational aesthetics

and the arts into STEM as with aesthetic computing ( see fishwicks
book and manifesto)
http://www.interaction-design.org/encyclopedia/aesthetic_computing.html


there is also creative computing and computational creativity

we would be interested in yasminers comments and experiences
in working both stem to steam and steam to stem !!

roger malina

From: Kang Zhang <kzhang@utdallas.edu>
Subject: Re: [Yasmin_discussions] yasmin redux
Date: September 22, 2014 at 10:57:15 AM CDT
To: Paul Fishwick <metaphorz@gmail.com>
Cc: Moon Kim <moonkim@utdallas.edu>, "Ryan P. McMahan" <rymcmaha@utdallas.edu>


Hi, Paul and Roger,

Thanks for forwarding the discussion.

The dual directions are well reflected in Aesthetic Computing
and Computational Aesthetics. I think the latter has been around
since the early days of computers, but the former is much
needed. Arts are particularly needed in HCI, visualization
and programming (Knuth called it Arts of Programming).

I have been arguing that the MBA or EMBA curriculum should
include at least an art class, and am sure this will happen
soon or later.

Just share some of my thought.

Thanks and best wishes.

Kang


--
Roger F Malina
Is in Dallas right now
for very very urgent things phone/text me me
+1-510-853-2007
url: artscilab.utdallas.edu
blog: malina.diatrope.com
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Saturday, September 20, 2014

Re: [Yasmin_discussions] yasmin redux

yes, yes, but artists are ever more able to "think" about the things that
concern all people, and to contribute to the creative conversations of our
times. I, as an artist, would choose paint in a tube any day if it meant I
could participate in current dialogues.

On Sat, Sep 20, 2014 at 4:08 PM, William Joel <joelw@wcsu.edu> wrote:

> Sigh ... oh how I long for the day when artists were also material
> scientists, physicists, chemists, mathematicians, etc. It can be quite
> extraordinary to consider how many, and varied skills an artist needed to
> survive. Somehow today, with the industrialuzation of art supplies, tubes
> of paints whose hues are fastidiously controlled, our students do not
> understand or appreciate the tools they work with. Then look, artists begin
> to use computers, and they're told that what they produce are not art
> works, because it was "too easy". Easy? Truly? Seems to me that in order to
> create true works of art, one needs to master her tools. Yes? But easy?
> Should we ask all artists to return to mixing their own paints, grinding
> pigments first, and then blending them with appropriate substrates? I'm an
> artist and a scientist, and both aspects (NOT sides) inform each other.
>
> Bill Joel
>
>
>
> ________________________________________
> From: yasmin_discussions-bounces@estia.media.uoa.gr [
> yasmin_discussions-bounces@estia.media.uoa.gr] On Behalf Of Paul Fishwick
> [metaphorz@gmail.com]
> Sent: Saturday, September 20, 2014 2:23 PM
> To: YASMIN DISCUSSIONS
> Subject: Re: [Yasmin_discussions] yasmin redux
>
> Roger
>
> I am curious about something — in your post, you say:
>
>
> this can sometimes 'instrumentalise' the arts in
> > the service of science and industry
>
>
> If the above is seen to be an issue, what about mathematics, the
> sciences and engineering being "instrumentalized" in the service to
> the arts? I would imagine that you have an equal problem with this
> direction?
> We cannot have it both ways, meaning that we cannot disparage the
> using of the arts as new means for improving something (communication,
> education), but then have no problems with artists using
> math/sci/engineering
> as "instrumental." Either (1) any sort of instrumentalization is considered
> problematic in either direction (art->sci, sci->art), or (2) both sorts of
> instrumentalization are seen as equally beneficial and both should be
> celebrated.
> I think we all agree that "using", "instrument", and "tool" are a bit
> pejorative
> regardless of who or what is being targeted (artists, computer scientists,
> etc).
> However, lots of research is needed in both directions.
> Most folks are going to emphasize one thing over the other, especially
> given
> our divided, disciplinary academy. In such an environment, we should be
> glad
> that some scientists are accepting of the arts to improve their fields in
> the same
> way that we are glad that artists "use" new sci/eng products. If
> scientists can
> improve their STEM fields by "arts integration" (let's use that term
> rather than the
> words "instrument" or "tool"), that is a good outcome considering that
> vast majority of my STEM colleagues have no special interest in the arts.
>
> -p
>
>
>
> On Sep 19, 2014, at 9:19 PM, roger malina <rmalina@alum.mit.edu> wrote:
>
> > yasminers
> > our list was down for a few days
> > if you tried to post and it didnt'
> > appear=please re [post
> >
> > we are hoping to continue the stem
> > to steam
> > discussion for another week and would welcome
> > insights
> >
> > clearly the stem to steam discussion is embedded'
> > in a currently fashionable political/economic discourse
> > about creativity/innovation/employment
> >
> > this can sometimes 'instrumentalise' the arts in
> > the service of science and industry
> >
> > how can we articulate the sciences and engineering
> > in the support of the arts as goals in themselves ?
> >
> > roger malina
> > _______________________________________________
> > Yasmin_discussions mailing list
> > Yasmin_discussions@estia.media.uoa.gr
> > http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
> >
> > Yasmin URL: http://www.media.uoa.gr/yasmin
> >
> > SBSCRIBE: click on the link to the list you wish to subscribe to. In the
> page that will appear ("info page"), enter e-mail address, name, and
> password in the fields found further down the page.
> > HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
> your e-mail address in the last field. Enter password if asked. Click on
> the unsubscribe button on the page that will appear ("options page").
> > TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set
> Digest Mode" option and set it to either on or off.
> > If you prefer to read the posts on a blog go to
> http://yasminlist.blogspot.com/
>
> Paul Fishwick, PhD
> Chair, ACM SIGSIM
> Distinguished University Chair of Arts & Technology
> and Professor of Computer Science
> Director, Creative Automata Laboratory
> The University of Texas at Dallas
> Arts & Technology
> 800 West Campbell Road, AT10
> Richardson, TX 75080-3021
> Home: utdallas.edu/atec/fishwick
> Blog: creative-automata.com
>
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
> SBSCRIBE: click on the link to the list you wish to subscribe to. In the
> page that will appear ("info page"), enter e-mail address, name, and
> password in the fields found further down the page.
> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter
> your e-mail address in the last field. Enter password if asked. Click on
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> Mode" option and set it to either on or off.
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> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
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>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
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>

--

http://mglstudio.blogspot.com
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Re: [Yasmin_discussions] yasmin redux

Sigh ... oh how I long for the day when artists were also material scientists, physicists, chemists, mathematicians, etc. It can be quite extraordinary to consider how many, and varied skills an artist needed to survive. Somehow today, with the industrialuzation of art supplies, tubes of paints whose hues are fastidiously controlled, our students do not understand or appreciate the tools they work with. Then look, artists begin to use computers, and they're told that what they produce are not art works, because it was "too easy". Easy? Truly? Seems to me that in order to create true works of art, one needs to master her tools. Yes? But easy? Should we ask all artists to return to mixing their own paints, grinding pigments first, and then blending them with appropriate substrates? I'm an artist and a scientist, and both aspects (NOT sides) inform each other.

Bill Joel



________________________________________
From: yasmin_discussions-bounces@estia.media.uoa.gr [yasmin_discussions-bounces@estia.media.uoa.gr] On Behalf Of Paul Fishwick [metaphorz@gmail.com]
Sent: Saturday, September 20, 2014 2:23 PM
To: YASMIN DISCUSSIONS
Subject: Re: [Yasmin_discussions] yasmin redux

Roger

I am curious about something — in your post, you say:


this can sometimes 'instrumentalise' the arts in
> the service of science and industry


If the above is seen to be an issue, what about mathematics, the
sciences and engineering being "instrumentalized" in the service to
the arts? I would imagine that you have an equal problem with this
direction?
We cannot have it both ways, meaning that we cannot disparage the
using of the arts as new means for improving something (communication,
education), but then have no problems with artists using math/sci/engineering
as "instrumental." Either (1) any sort of instrumentalization is considered
problematic in either direction (art->sci, sci->art), or (2) both sorts of
instrumentalization are seen as equally beneficial and both should be
celebrated.
I think we all agree that "using", "instrument", and "tool" are a bit pejorative
regardless of who or what is being targeted (artists, computer scientists, etc).
However, lots of research is needed in both directions.
Most folks are going to emphasize one thing over the other, especially given
our divided, disciplinary academy. In such an environment, we should be glad
that some scientists are accepting of the arts to improve their fields in the same
way that we are glad that artists "use" new sci/eng products. If scientists can
improve their STEM fields by "arts integration" (let's use that term rather than the
words "instrument" or "tool"), that is a good outcome considering that
vast majority of my STEM colleagues have no special interest in the arts.

-p



On Sep 19, 2014, at 9:19 PM, roger malina <rmalina@alum.mit.edu> wrote:

> yasminers
> our list was down for a few days
> if you tried to post and it didnt'
> appear=please re [post
>
> we are hoping to continue the stem
> to steam
> discussion for another week and would welcome
> insights
>
> clearly the stem to steam discussion is embedded'
> in a currently fashionable political/economic discourse
> about creativity/innovation/employment
>
> this can sometimes 'instrumentalise' the arts in
> the service of science and industry
>
> how can we articulate the sciences and engineering
> in the support of the arts as goals in themselves ?
>
> roger malina
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
> SBSCRIBE: click on the link to the list you wish to subscribe to. In the page that will appear ("info page"), enter e-mail address, name, and password in the fields found further down the page.
> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter your e-mail address in the last field. Enter password if asked. Click on the unsubscribe button on the page that will appear ("options page").
> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set Digest Mode" option and set it to either on or off.
> If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/

Paul Fishwick, PhD
Chair, ACM SIGSIM
Distinguished University Chair of Arts & Technology
and Professor of Computer Science
Director, Creative Automata Laboratory
The University of Texas at Dallas
Arts & Technology
800 West Campbell Road, AT10
Richardson, TX 75080-3021
Home: utdallas.edu/atec/fishwick
Blog: creative-automata.com

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If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/

Re: [Yasmin_discussions] yasmin redux

Roger

I am curious about something — in your post, you say:


this can sometimes 'instrumentalise' the arts in
> the service of science and industry


If the above is seen to be an issue, what about mathematics, the
sciences and engineering being "instrumentalized" in the service to
the arts? I would imagine that you have an equal problem with this
direction?
We cannot have it both ways, meaning that we cannot disparage the
using of the arts as new means for improving something (communication,
education), but then have no problems with artists using math/sci/engineering
as "instrumental." Either (1) any sort of instrumentalization is considered
problematic in either direction (art->sci, sci->art), or (2) both sorts of
instrumentalization are seen as equally beneficial and both should be
celebrated.
I think we all agree that "using", "instrument", and "tool" are a bit pejorative
regardless of who or what is being targeted (artists, computer scientists, etc).
However, lots of research is needed in both directions.
Most folks are going to emphasize one thing over the other, especially given
our divided, disciplinary academy. In such an environment, we should be glad
that some scientists are accepting of the arts to improve their fields in the same
way that we are glad that artists "use" new sci/eng products. If scientists can
improve their STEM fields by "arts integration" (let's use that term rather than the
words "instrument" or "tool"), that is a good outcome considering that
vast majority of my STEM colleagues have no special interest in the arts.

-p



On Sep 19, 2014, at 9:19 PM, roger malina <rmalina@alum.mit.edu> wrote:

> yasminers
> our list was down for a few days
> if you tried to post and it didnt'
> appear=please re [post
>
> we are hoping to continue the stem
> to steam
> discussion for another week and would welcome
> insights
>
> clearly the stem to steam discussion is embedded'
> in a currently fashionable political/economic discourse
> about creativity/innovation/employment
>
> this can sometimes 'instrumentalise' the arts in
> the service of science and industry
>
> how can we articulate the sciences and engineering
> in the support of the arts as goals in themselves ?
>
> roger malina
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
> http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions
>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
> SBSCRIBE: click on the link to the list you wish to subscribe to. In the page that will appear ("info page"), enter e-mail address, name, and password in the fields found further down the page.
> HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter your e-mail address in the last field. Enter password if asked. Click on the unsubscribe button on the page that will appear ("options page").
> TO ENABLE / DISABLE DIGEST MODE: in the options page, find the "Set Digest Mode" option and set it to either on or off.
> If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/

Paul Fishwick, PhD
Chair, ACM SIGSIM
Distinguished University Chair of Arts & Technology
and Professor of Computer Science
Director, Creative Automata Laboratory
The University of Texas at Dallas
Arts & Technology
800 West Campbell Road, AT10
Richardson, TX 75080-3021
Home: utdallas.edu/atec/fishwick
Blog: creative-automata.com

_______________________________________________
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Yasmin_discussions@estia.media.uoa.gr
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If you prefer to read the posts on a blog go to http://yasminlist.blogspot.com/

Friday, September 19, 2014

[Yasmin_discussions] yasmin redux

yasminers
our list was down for a few days
if you tried to post and it didnt'
appear=please re [post

we are hoping to continue the stem
to steam
discussion for another week and would welcome
insights

clearly the stem to steam discussion is embedded'
in a currently fashionable political/economic discourse
about creativity/innovation/employment

this can sometimes 'instrumentalise' the arts in
the service of science and industry

how can we articulate the sciences and engineering
in the support of the arts as goals in themselves ?

roger malina
_______________________________________________
Yasmin_discussions mailing list
Yasmin_discussions@estia.media.uoa.gr
http://estia.media.uoa.gr/mailman/listinfo/yasmin_discussions

Yasmin URL: http://www.media.uoa.gr/yasmin

SBSCRIBE: click on the link to the list you wish to subscribe to. In the page that will appear ("info page"), enter e-mail address, name, and password in the fields found further down the page.
HOW TO UNSUBSCRIBE: on the info page, scroll all the way down and enter your e-mail address in the last field. Enter password if asked. Click on the unsubscribe button on the page that will appear ("options page").
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[Yasmin_discussions] The list is ok

Dear members
The list was down for a while and it is fixed now.
You can post again anytime,


Ricardo Mbarkho
This week's moderator


---
This email is free from viruses and malware because avast! Antivirus protection is active.
http://www.avast.com

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Sunday, September 14, 2014

[Yasmin_discussions] what does steam have to do with it ?

yasminers

our STEM to STEAM discussion has been dominated so far by practioners
in north american
where the STEM to STEAM discourse has gone viral

of note is that Jane Chu has been appointed chair of the US National
Endowment for the Arts

http://arts.gov/news/2014/jane-chu-confirmed-chairman-national-endowment-arts

She has been widely quoted as advocating stem to steam such as in this visit
to rhode island

http://www.reed.senate.gov/news/releases/reed-nea-chairman-jane-chu-and-leading-arts-advocates-tour-art-works-ri

in her opening remarks

http://arts.gov/about/chairman/swearing-in-remarks

she states
Arts education is critical to raising America's next generations of
Creative, Innovative thinkers. The other area we will further delve
into lies at the intersection of art, science, and technology. We
believe that synthesizing these differing perspectives can foster
those Creative and Innovative thinkers to help us solve problems,
think out of the box, and provide new insights. We want to turn the
focus from STEM education to STEAM education, and integrate Science,
Technology, Engineering, Arts, and Math into our nation's classrooms.
- See more at: http://arts.gov/about/chairman/swearing-in-remarks#sthash.IHqHR03M.dpuf

a very similar discourse is occurring in europe -for instance the Ars
Electronica concept this year was


The Concept

http://www.aec.at/c/en/future-innovators-summit/

"Creativity is the art of finding the right questions, Innovation is
the ability to respond to them"

This year, the AE Festival's mission is to confront the question of
"what it takes to change" and to call for answers from all directions
from different disciplines as well as different places all over the
world. But it's not the usual question about what the future will look
like but rather how we get there and, most important, who are the
people who can scout these new ways. For this reason, Ars Electronica
has teamed up with Hakuhodo and ITU (International Telecommunication
Union) to organize the Future Innovators Summit.

At this summit, experienced professionals as well as young
entrepreneurs and social activists, technicians and scientists and, of
course, artists and designers will meet each other at the Ars
Electronica Festival for mutual inspiration and for the exchange of
ideas and know-how. The lineup will also include opportunities for
participants to engage in dialog among each other and with the public
audience. Besides a broad range of lectures, presentations and
exhibitions, we want to build a "special taskforce"—24 catalysts of
change, innovators and creators of tomorrow from places all over the
world who will present their ideas and projects and spend four days
together to come up with answers to the question of what it takes to
change.

Why is this a unique opportunity? At the moment, one can find a
growing lineup of events and gatherings for young entrepreneurs and
start-ups, as well as a lot of hackathons, game jams etc. where the
young community of programmers and developers can interact. The same
goes for festivals of young artists and conferences of young social
activists. What they all have in common is an exciting and virulently
inspiring atmosphere, but they often also share a certain flavor of
elitist exclusivity, and it's usually pretty difficult to access them
as an outsider. Even more surprising is that you can hardly find
anevent at which these inspiring talents, creators and innovators can
convene, and do so across the borders of their communities and
disciplines. But this crossover is exactly what we're looking for!

Read more about the "Future Innovators Summit" in an interview with
Hideaki Ogawa, member of the Ars Electronica Futurelab, on the Ars
Electronica Blog.

http://www.aec.at/c/en/future-innovators-summit/

It would be great to have comments in this discussions from yasminers
in europe and the mediterranean !

roger malina

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Friday, September 12, 2014

Re: [Yasmin_discussions] Bringing STEM to Art

Dear all,
And responding to Nettrice's ideas and comments, I have just copied the
teacher, Mr. Aringo, who is working on STEAM teaching at Hoover MS in San
Francisco, the first middle school in our city to introduce a full STEAM
classroom.

The hacking culture here, especially in education around science has
proven to be highly resilient, innovative, cross disciplinary - I'm talking
about programs, for instance, in youth tech and science offered through the
Cal Academy of Science, and various other institutions which are leading
new perceptions, and professional development pathways for teachers,
towards science, art, and technology; that they can be taught together.
Those hacker/teachers are getting together with academically oriented
administrators such as Carline Sinkler who is Principal of our school, to
propose programs such as the STEAM elective for middle school age children
at Herbert Hoover Middle School.

Mr. Aringo is a minority himself and a teacher, who apparently approached
Ms. Sinkler to propose the STEAM program. She then helped come up with the
funding. I see this as being "a pulse" of several positive new trends in
education where technologies are being implemented, such as "flipped
classrooms" affecting traditional methods and pedagogies here in San
Francisco, retooling "old ways" with highly innovative and fluid "new ways"
of doing disciplines.

How does this translate directly into what the kids get? At Hoover there
has long been a history of technology. The school has been known for having
a lot of technology before other schools did. Curiously, the parent and
teacher community went through a phase of questioning whether all this tech
was good for "real" learning, before the current influx of iPads into
classrooms across the city and many schools having to get involved in
technology; the District upgrading its School Loop (home school tech
connection) and so forth. At Hoover we also have Spanish and Cantonese
immersion programs making up more than two thirds of the students per
school day, which means that a) cultural issues involving language, art,
social studies, history are already at play - not sure whether they do low
riders...(smile) but that would be a good idea...and b) traditionally under
served and under-technologicalized populations (according to 2007 study of
digital divide by the Goldman School of Public Policy and the Dept. of
Technology in SF) of families gain access to technology tools, internet
literacy, and so forth through this unique public school.

What they get in terms of curriculum in STEAM, I'm only beginning to
discern, as my student started this year and its still early, but so far,
the presence of "games" not as anathema to intellectual competence - the
classic stereotype of the video gamer - and use of architecture like roller
coaster design in the curriculum has piqued my interest at least for its
appeal to popular culture which the kids get their heads around, rather
than some alien "educational" concept or "high art". Mr. Aringo was also
trying to start a club for boxing at the school, a popular sport in the
Latino community.

The suggested direction of moving curriculum away from convention towards
more appealing, culturally relevant uses of technology as a way to engage
minority students in STEAM or STEM is absolutely essential, I feel, if we
hope to gain any intellectual and creative parity i.e.not simply "access"
parity, or "job training" parity. Please see my SEAD white paper
"Environmental Equity: Enabling Excellence in Media Arts and Science among
Underserved Communities" which was used to recommend ideas to the NSF and
NEA here in the States. In that paper I argue for equity in access to media
art and digital technologies such that underserved communities have a
fighting chance in informational arenas when it comes to health and
environmental activism. And I underscore the art part, because this is
where a gap lies - "job training" is learning MS Word, while STEAM is
learning to create and to think, to program and manipulate the screen.

I want to end with a project I found last week where three African American
teens girls engineered an app to record interaction with police.
https://www.facebook.com/policethepoliceACP

you can find something about it at that link.

so, we must also be doing something right! young people are indeed being
exposed to thinking with technology and they are learning from young and
gifted teachers who are passionate about hacker culture and the fluidity of
ideas.

more research into the kinds of tech innovation in creative pursuits - in
art, music etc - from minority artists and musicians could only enable
teachers to support the work they are being asked to do on a daily basis,
which is to work with underserved populations in the school districts and
to teach kids something they can identify with, rather than what will bore
them.


molly hankwitz, phd
media and communications
technology and art/consultant

molly hankwitz

On Fri, Sep 12, 2014 at 2:52 AM, Nettrice Gaskins <nettrice@gmail.com>
wrote:

> Annick's question illuminates an important point:
>
> "is it a matter of 'exposure to art' or 'belonging to the right classes,
> the right networks, having confidence, and the right skin color?'"
>
> Based on the statistics, the answer simply might be, "Yes." According to
> the U.S. Dept of Labor (in 2012), less than 5% of minorities go into STEM.
> Many enter STEM programs but do not finish. Something is turning them off
> to STEM even when they show interest in it early on.
>
> Some minority students need role models who inspire them to pursue
> STEM-related careers but what if there aren't any role models who reflect
> the growing underrepresented ethnic population in a school program?
>
> One of the reasons I point to the arts (and humanities) is because it
> captures the interests and skills of minorities, including women and other
> minority groups. In my research I have identified several professional
> artists of color who employ STEM concepts in their work but these examples
> are often excluded from STEM and STEM to STEAM discussions.
>
> It's not a challenge to engage artists in STEM. However, It is more of a
> challenge engaging STEM in the arts... and even more so in the cultural
> arts.
>
> Why are we not talking about rapper GZA's collaboration with physicists?
> Grandmaster Flash's use of scientific method to engineer the cross-fader?
> Or the use of DIY (do it yourself) production in underresourced
> communities? Mexican students involvement in lowrider culture as an entry
> to robotics/engineering? Sun Ra's experiments with the minimoog or John
> Coltrane's interest in quantum physics?
>
> GZA, a high school dropout, always had an interest in science but he never
> made it into science until now. In GZA's own words, "I recently met with
> quantum physicists who deepened my interest in the cosmos and gave me
> further inspiration for this next album" GZA said in a press statement. "I
> want to take my listeners on a journey through deep space and deconstruct
> the idea of science fiction."
>
> Some STEM educators may feel that the cultural arts are antithetical to
> STEM. However, GZA's music and the other examples are shouting, 'Look! Here
> are opportunities to engage underrepresented groups.' Others in STEM
> education simply don't know how to find these examples but keep coming back
> to the increasing disengagement of minorities in STEM.
>
> --
> *Nettrice R. Gaskins, Ph.D.*
> STEAM Lab Director
> Boston Arts Academy
> http://nettrice.ushttp://netarthud.wordpress.com
> http://blog.art21.org/author/nettrice-gaskins
> _______________________________________________
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[Yasmin_discussions] Bringing STEM to Art

Annick's question illuminates an important point:

"is it a matter of 'exposure to art' or 'belonging to the right classes,
the right networks, having confidence, and the right skin color?'"

Based on the statistics, the answer simply might be, "Yes." According to
the U.S. Dept of Labor (in 2012), less than 5% of minorities go into STEM.
Many enter STEM programs but do not finish. Something is turning them off
to STEM even when they show interest in it early on.

Some minority students need role models who inspire them to pursue
STEM-related careers but what if there aren't any role models who reflect
the growing underrepresented ethnic population in a school program?

One of the reasons I point to the arts (and humanities) is because it
captures the interests and skills of minorities, including women and other
minority groups. In my research I have identified several professional
artists of color who employ STEM concepts in their work but these examples
are often excluded from STEM and STEM to STEAM discussions.

It's not a challenge to engage artists in STEM. However, It is more of a
challenge engaging STEM in the arts... and even more so in the cultural
arts.

Why are we not talking about rapper GZA's collaboration with physicists?
Grandmaster Flash's use of scientific method to engineer the cross-fader?
Or the use of DIY (do it yourself) production in underresourced
communities? Mexican students involvement in lowrider culture as an entry
to robotics/engineering? Sun Ra's experiments with the minimoog or John
Coltrane's interest in quantum physics?

GZA, a high school dropout, always had an interest in science but he never
made it into science until now. In GZA's own words, "I recently met with
quantum physicists who deepened my interest in the cosmos and gave me
further inspiration for this next album" GZA said in a press statement. "I
want to take my listeners on a journey through deep space and deconstruct
the idea of science fiction."

Some STEM educators may feel that the cultural arts are antithetical to
STEM. However, GZA's music and the other examples are shouting, 'Look! Here
are opportunities to engage underrepresented groups.' Others in STEM
education simply don't know how to find these examples but keep coming back
to the increasing disengagement of minorities in STEM.

--
*Nettrice R. Gaskins, Ph.D.*
STEAM Lab Director
Boston Arts Academy
http://nettrice.ushttp://netarthud.wordpress.com
http://blog.art21.org/author/nettrice-gaskins
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Wednesday, September 10, 2014

Re: [Yasmin_discussions] what does steam have to do with it

So, it says in this article that "the ones who owned
businesses or filed patents had eight times the exposure to
the arts as children than the general public."

So, art might not saved the world (this has already been
done by Mel Gibson and Arnold Schwartznegger) but it will
save America's economy! Pfew ... What a relief ...

Let see, I would bet that the "ones owning the businesses"
are coming from families that are at least upper middle
class, if not upper classes, the kind of family that brings
children to museums, buy them books, have them take piano
classes, etc. etc. In short, the ones that know how to do
business, have the right networks, can pay for "good"
schools and Universities, etc. etc.
Question : is it a matter of "exposure to art" or "belonging
to the right classes, the right networks, having confidence,
and the right skin color" ? I would be happy to see more
statistic ...

And sorry for being a bit sarcastic, could not really help
...But the 'reproduction of the elites' as some French
sociology showed is an important factor to take into account.

And also, frantically asking for art to bring the solution
to social and societal issues seems to me typical of a STEM
approach.
In this article, we can also read :
"In order to prepare our students to lead the world in
innovation, we need to focus on the creative thought that
gives individuals that innovative edge."
Isn't that asking for a recipe that can be applied like a
solving problem algorithm ?

This said : I am happy that art and humanities (that is
'asking questions' instead of only 'providing already known
answers') start being taken seriously...

Annick


Le 10/09/14 22:13, roger malina a écrit :
> from richard lowenberg
>
> A recent Washington Post article.
>
> www.washingtonpost.com/blogs/innovations/wp/2014/09/05/stem-is-incredibly-=valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/
>
>
>
>
> ---------------------------------------------------------
> Richard Lowenberg, Executive Director
> 1st-Mile Institute www.1st-mile.org =20
> P. O. Box 8001, Santa Fe, NM 87504
> 505-603-5200 rl@1st-mile.org
>
> http://www.washingtonpost.com/blogs/innovations/wp/2014/09/05/stem-is-incredibly-valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/
>
>
> To learn where that edge comes from, Michigan State University
> observeda group of its honors college graduates from 1990 to 1995 who
> majored in the STEM fields. Their research uncovered that of those
> students, the ones who owned businesses or filed patents had eight
> times the exposure to the arts as children than the general public.
> The researchers concluded that these results are important to note in
> our rebuilding of the U.S. economy. "Inventors are more likely to
> create high-growth, high-paying jobs in our state and that's the kind
> of target we think we should be looking for" said Rex LaMore, director
> of Michigan State's Center for Community and Economic development.
>
> http://www.washingtonpost.com/blogs/innovations/wp/2014/09/05/stem-is-incredibly-valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/
>
> _______________________________________________
> Yasmin_discussions mailing list
> Yasmin_discussions@estia.media.uoa.gr
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>
> Yasmin URL: http://www.media.uoa.gr/yasmin
>
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>
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[Yasmin_discussions] The problem with acronyms

As I see it, a problem with acronyms, such as STEM or STEAM, is that they cause us to focus on what the letters stand for, and ignore what they do not. Shouldn't a chemistry student know and appreciate history? Why can't an engineering student also come to enjoy philosophy? Instead of adding just an 'A', maybe we should try and add LA, for Liberal Arts. After all, schools and divisions are often titled Arts & Sciences.

William J. Joel
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[Yasmin_discussions] what does steam have to do with it

from richard lowenberg

A recent Washington Post article.

www.washingtonpost.com/blogs/innovations/wp/2014/09/05/stem-is-incredibly-=valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/


---------------------------------------------------------
Richard Lowenberg, Executive Director
1st-Mile Institute www.1st-mile.org =20
P. O. Box 8001, Santa Fe, NM 87504
505-603-5200 rl@1st-mile.org

http://www.washingtonpost.com/blogs/innovations/wp/2014/09/05/stem-is-incredibly-valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/


To learn where that edge comes from, Michigan State University
observeda group of its honors college graduates from 1990 to 1995 who
majored in the STEM fields. Their research uncovered that of those
students, the ones who owned businesses or filed patents had eight
times the exposure to the arts as children than the general public.
The researchers concluded that these results are important to note in
our rebuilding of the U.S. economy. "Inventors are more likely to
create high-growth, high-paying jobs in our state and that's the kind
of target we think we should be looking for" said Rex LaMore, director
of Michigan State's Center for Community and Economic development.

http://www.washingtonpost.com/blogs/innovations/wp/2014/09/05/stem-is-incredibly-valuable-but-if-we-want-the-best-innovators-we-must-teach-the-arts/

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Tuesday, September 9, 2014

Re: [Yasmin_discussions] what does STEAM have to do with it

Hello,

My name is Amy Cline and I am a Visual Science teacher at AIM Academy in
Pennsylvania, USA. Specifically, I teach high school biology and global
science and use many different methods to help students think more deeply
about these subjects and show their knowledge in many different ways. I see
myself as an interdisciplinary teacher even though my job description
states that I need to teach science. STEAM some what describes what I do. I
have actually come to see that STEAM in certain contexts is seen as
exclusionary rather than inclusionary which has not been helpful within our
community.

I have been aware of the term STEM through the years and remember that is
was a term that was always connected to funding agencies in Washington DC
who wanted to support careers in these core disciplines. Lately, the term
STEAM has been used as either a separate effort or in place of where STEM
was once said.

Sometimes, I hear STEAM used to describe the way subjects can and are being
taught through the integration of many different subjects including art
when at other times I hear it stated as a way to simply add on art when it
did not get rightfully recognized before.

The school I teach at began heavily using the term STEAM to describe our
efforts to increase our robotics program, maker space, use of many
different technology tools all in connection with science and other core
content classes. The school I teach at is very interdisciplinary yet when
we used the term STEAM too much, the humanities department felt left out.
As a school we ran a tremendously successful STEAM Faire, a take off the
Maker Faire movement, but this coming year I think we will be changing the
name in order to make it more inclusive of all topic areas.

For me personally, I have been studying the connections between art and
science for some time and deliberately merge them in my teaching but the
reason why I do this is to help students become more diverse thinkers, to
see the connections between ideas and help them see that learning can
happen in context while showing their knowledge in many different ways.

One way I think about it is that STEAM is a way to describe how people are
merging topics and tools while teaching skills and content in connected
ways.

Thanks for the discussion
best- amy holt cline



On Tue, Sep 9, 2014 at 5:32 PM, roger malina <rmalina@alum.mit.edu> wrote:

> from Ruth Catchen ( reposted from the same discussion on linked in
> STEAM journal group)
>
> Education Consultant for STEM/STEAM Education
>
> I agree that some of the innate problem with understanding both what
> STEM is and what STEaM is has to do with the confines of the acronym.
> As a proponent of STEM that is STEaM, I look at STEM as an integrated
> learning protocol that offers many opportunities when approached
> as a pedagogy that easily lends itself to using the arts in several
> ways. The arts offer learning experiences or learning tools that will
> engage
> a wide variety of students and learning styles. In addition, including
> the arts in STEM may offer the opportunity for some to engage who
> otherwise
> would not such as at-risk and underrepresented populations. Finally,
> the arts offer something uniquely powerful to a holistic education.
> Students will
> expand their ability to critically think and problem solve by applying
> past experiences and knowledge to new ones through a variety of arts
> interventions.
> Their ability to self-assess and re-do grows with each arts
> experience, thus gaining the self-efficacy needed to embark on a STEM
> career. In STEaM, the arts serve as an on-ramp for rigorous science
> and math content learned through engineering design. So in my humble
> opinion, that is what STEaM has to do with it.
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Re: [Yasmin_discussions] What does STEAM have to do with it

Roger:

I tend to agree with Ruth on this, but I would since I am primarily a computer
scientist. So, I do exactly what Ruth is suggesting: looking to the arts for ways
to attract (not "trap") the majority of students (non-CS majors) into understanding
and appreciating CS and mathematics concepts. As to the last point, I think
teenagers are fully equipped to decide any way that they like (I think I may be
paraphrasing David Bowie's "Changes" here). People will tend toward one thing
or another - some with different degrees and percentages. I am not primarily
out to create art for its own sake but I could not do without art since it informs
my philosophy.
This semester, I am teaching students systems theoretic concepts (state, event,
time, feedback, queuing, etc) but through rich-media as afforded by Max/Msp. I
don't know anyone else doing this and we need more of this kind of thing in
a STEM field such as Computer Science. For me, it is mastery of the
mental abstractions that is the final goal, but this cannot be done without
the arts (e.g., the instances which make, and not only reinforce, the abstraction).
We must "see" and "feel" the abstraction everywhere for the abstraction to be
mastered.

-p



I realize that we should not force ourselves into boxes but there are some th
On Sep 9, 2014, at 4:42 PM, roger malina <rmalina@alum.mit.edu> wrote:

> Ruth
> thanks for your comment- you say:
>
> In STEaM, the arts serve as an on-ramp for rigorous science
> and math content learned through engineering design. So in my humble
> opinion, that is what STEaM has to do with it.
>
> this reminds me
>
> A colleague of mine once mis-spoke and said- yes we can use the
> arts to "trap" students to get them to go into science and engineering=
> the 'on-ramp'metaphor connects to the frequent metaphor of the
> STEM pipeline as if people are cargo getting into a pipe= mind you
> he was an engineer very happy of the poor public image of engineers
>
> it seems to me that STEM to STEAM is also a whole other dimension-
> so much of art and culture now uses STEM for the purposes of making
> amazing new kinds of art and culture- from the creative industries,
> to entertainment to the digital arts and art and biology and art and
> the environment= and arts and space exploration ( see the work of
> the mexican space art collective and the nano satellites they are building)
>
> for me part of the STEAM argument is that we want to create amazing
> art and cutlrre that is truly of our times, uses the useful technologies
> for art making and cultural expression
>
> for teenagers- isnt it counterproductive for us to force them into
> STEM or non STEM
>
> roger malina
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Paul Fishwick, PhD
Chair, ACM SIGSIM
Distinguished University Chair of Arts & Technology
and Professor of Computer Science
Director, Creative Automata Laboratory
The University of Texas at Dallas
Arts & Technology
800 West Campbell Road, AT10
Richardson, TX 75080-3021
Home: utdallas.edu/atec/fishwick
Blog: creative-automata.com

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[Yasmin_discussions] What does STEAM have to do with it

Ruth
thanks for your comment- you say:

In STEaM, the arts serve as an on-ramp for rigorous science
and math content learned through engineering design. So in my humble
opinion, that is what STEaM has to do with it.

this reminds me

A colleague of mine once mis-spoke and said- yes we can use the
arts to "trap" students to get them to go into science and engineering=
the 'on-ramp'metaphor connects to the frequent metaphor of the
STEM pipeline as if people are cargo getting into a pipe= mind you
he was an engineer very happy of the poor public image of engineers

it seems to me that STEM to STEAM is also a whole other dimension-
so much of art and culture now uses STEM for the purposes of making
amazing new kinds of art and culture- from the creative industries,
to entertainment to the digital arts and art and biology and art and
the environment= and arts and space exploration ( see the work of
the mexican space art collective and the nano satellites they are building)

for me part of the STEAM argument is that we want to create amazing
art and cutlrre that is truly of our times, uses the useful technologies
for art making and cultural expression

for teenagers- isnt it counterproductive for us to force them into
STEM or non STEM

roger malina
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[Yasmin_discussions] what does STEAM have to do with it

from Ruth Catchen ( reposted from the same discussion on linked in
STEAM journal group)

Education Consultant for STEM/STEAM Education

I agree that some of the innate problem with understanding both what
STEM is and what STEaM is has to do with the confines of the acronym.
As a proponent of STEM that is STEaM, I look at STEM as an integrated
learning protocol that offers many opportunities when approached
as a pedagogy that easily lends itself to using the arts in several
ways. The arts offer learning experiences or learning tools that will
engage
a wide variety of students and learning styles. In addition, including
the arts in STEM may offer the opportunity for some to engage who
otherwise
would not such as at-risk and underrepresented populations. Finally,
the arts offer something uniquely powerful to a holistic education.
Students will
expand their ability to critically think and problem solve by applying
past experiences and knowledge to new ones through a variety of arts
interventions.
Their ability to self-assess and re-do grows with each arts
experience, thus gaining the self-efficacy needed to embark on a STEM
career. In STEaM, the arts serve as an on-ramp for rigorous science
and math content learned through engineering design. So in my humble
opinion, that is what STEaM has to do with it.
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Monday, September 8, 2014

[Yasmin_discussions] FW: Your Moderator for this week

 Dear Yasminers, 
I am Houssine SOUSSI from Agadir Morocco and I am your moderator for this week.Just a reminder to new members of yasmin, it would be great if you could send a brief post to the list introducing yourself and your interests relevant to art and science in the mediterranean region. I would also like to encourage you to participate in the ongoing Yasmin discussion on the theme  "What does STEAM have to do with it ?" on the topic of whether we need more scientists and engineers or whether we need different kinds of scientists and engineers that have grounding in the arts, design and humanities.Thank you Houssine SOUSSI 

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[Yasmin_discussions] "Communication, Creative, Cultural, and Social Arts ?

yasminers

reposted from the STEAM journal discussion on Linked In

robert hoffman feels awkward about the acronyming also
and talks about "Communication, Creative, Cultural, and Social Arts
roger


"STEM to STEAM"? How about "CCCSA"?

Robert HoffmannDirector at National Education Association, r

As a STEM educator, retired from decades as a technical college
instructor, I certainly support the several initiatives for developing
integrated and cross-connected topics among the four disciplines. My
classes were developed using a "systems approach" that gave a holistic
view to the fields, then described the particular components and their
functions in producing the desired output. Compared to the traditional
"silo" courses that stand apart from one another (leaving the student
to connect the facts and concepts), the systems view encourages
problem-solving, critical thinking, and "higher-order thinking/ depth
of knowledge (HOT/DOK)".

Making connections across the four STEM areas is relatively easy,
since all deal with understanding and manipulating the external world
for human purposes. They are all reality-based in that the
observations and results must exist in some way outside the embodied
mind, and thus have similar "habits of mind", such as the scientific
method of inquiry.

Putting the "Arts into STEM = STEAM", then, is a struggle for me since
the starting point with the Humanities is within the person, not in
the world. In what ways, for example, do the Arts utilize empirical
methods of investigation? How is learning developed to Wisdom, from
Understanding, from Knowledge, from Information, from Data (WUKID)?
Thus, I am skeptical about a STEAM initiative that might confuse
processes of organic thoughts with physical reality.

There might be a way to collaborate, though, if we recall the
classical view of a "whole person" as consisting of "body, mind, and
spirit". If we refer to the body aspects of school as the HPER
(Health, Physical Education, Recreation) courses; the mind aspects as
the STEM courses; then the spirit aspects would be in the "Arts" or
the "Humanities". Each has a role in preparing students for life,
work, college, and career.

Yet, to ask "What are the Humanities", we might hear the medieval
classifications: literature, theater, painting, politics, economics,
speech, drawing, etc. These terms make it difficult to connect with
the STEM areas directly, resulting in misunderstandings, collision,
resistance, and backlash when attempting to bridge instruction in the
schools.

Maybe a different perspective is needed, focused on the life and work
skills students should have when they graduate. We can easily see what
the STEM skills should be about the KNOWLEDGE needed for understanding
the external world. What is needed is learning how that knowledge
RELATES to the world, gives personal MEANING in the embodied mind, and
is EXPRESSED through actions.

It might be more useful, then, to describe these life and work skills
as the "Communication, Creative, Cultural, and Social Arts (CCCSA)".
Re-packaging existing courses with a focus on the eternal question
"When will I ever need to know this?" with "this is a communication
skill that will allow you to convince your boss that you should get a
pay raise because of the great programming design that you developed"
might generate more interest than the usual reasons.

So if we connect the writing of a computer program with an activity or
project that involves writing a proposal to a boss, for example, the
learner is forced to make a relationship between the STEM topic and
how it relates to a CCCSA skill they will need beyond graduation.

Refocusing the CCCSA courses on life and work skills would allow
teachers and curriculum specialists to collaborate across the school
hallways with shared activities, assignments, and projects. Each could
score their portion of the student's work, giving dual credit for
documentation and achievement.

So before we try to shove the Arts into STEM with a cute acronym,
let's readjust our focus on the students, and how they can better
identify what they need to be able to know and do in this 21st
Century.
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[Yasmin_discussions] A response

Roger and Yasminers:

There are three undeniable facts about me: 1. I am African American and
part of a group underrepresented in STEM; 2. I am female and part of an
underrepresented group; and 3. I am an artist and part of a group who
bridges the arts, culture and STEM. This latter affiliation is important
because that is where I have seen engagement of the first two among
underrepresented groups.

I taught courses with Computational Media students at Georgia Tech and,
over four years, I noticed the diversity of students increasing from
primarily white and male to half (male and female), to more ethnically
diverse. Take, for example, the African American, female CM student who
expressed an interest in Afrofuturism, a critical analysis, framework and
aesthetic based on this group's engagement with science fiction and cyber
technology.

Because of my close affiliation with artists of color I recognized their
engagements with STEM, often outside of academia. Artists seems to be the
most open to cross-disciplinary or interdisciplinary exploration--just
don't call it STEM. STEAM is okay.

In other words, in order to foster diversity, programs not only need a
strong social/human-centered approach but also one that embraces diversity
of content and perspectives in STEM. For me, it was art that opened the
door to mathematics and computation.

I am working on building a STEAM Lab in an urban high school and it was
important to the headmaster that she introduce me as Dr. Gaskins. Why?
Because she felt it was important for the students (80% African American
and Latino) to see an African American, female artist with a doctorate, so
I am now:

Nettrice R. Gaskins, Ph.D.

--
*Nettrice R. Gaskins, Ph.D.*
STEAM Lab Director
Boston Arts Academy
http://nettrice.ushttp://netarthud.wordpress.com
http://blog.art21.org/author/nettrice-gaskins
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Sunday, September 7, 2014

[Yasmin_discussions] Fwd: Yasim list comment

From: michael nitsche <michael.nitsche@lmc.gatech.edu>

Hi Roger,

maybe a note regarding the discussion of gender balance in the CM
degree at Georgia Tech that also relates to the question of STEAM:


Hi Yasminers,

As somebody who teaches in Georgia Tech's Computational Media degree,
I would like to point out a particular condition of that degree that
is not apparent from the blog post: CM is a co-taught by the College
of Computing and the Liberal Arts College (Ivan Allen College) at
Georgia Tech.
The degree features a range of classes that are taught by faculty from
the Liberal Arts and that are core classes just as their CS sections
are. For example, I am teaching a core class in that degree right now
that tries to build bridges from moving image history to real-time
rendering of 3D worlds.

Best,

michael nitsche

----------------------------------------
Michael Nitsche
Associate Professor
Digital World & Image Group

Georgia Institute of Technology
Digital Media/TSRB 320B
85 Fifth Street, NW
Atlanta , Georgia 30308-1030
http://www.lmc.gatech.edu/~nitsche
http://dwig.lmc.gatech.edu/
email: michael.nitsche[at]gatech.edu
p: +1 404 894 7000
f: +1 404 894 2833

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Re: [Yasmin_discussions] What does steam have to do with it ?

What we KNOW, starts with a vast collection of data and facts that we each organize into a network withn our respective minds. This network includes connections, among the various data elements, which are there to extract meaning from the data. This what we each KNOW, and perhaps the gest way to express what we KNOW is by using it in some fashion. Scientists and artists differ, IMHO, in how they have learned to build and navigate this personal, ever evolving, information network. Each linear traversal through such a network creates what I have termed a "story instance", a finite, fixed projection from what we KNOW. However, not all scientists build these instances in the same fashion, nor do all artists. What we can learn from each other are new ways to create such instances, thereby extraction new information from our internal mental networks.

William J. Joel, Computer Science

From: roger malina
Sent: 9/7/14, 10:31 AM
To: YASMIN DISCUSSIONS
Subject: [Yasmin_discussions] What does steam have to do with it ?
reposted from linked in

Sara Kapadia

Postdoctoral Scholar at UCLA

Great, thanks for sharing... I have a dynamic relationship with
acronyms in that I feel that they never really encapsulate the true
meaning of what they attempt to represent... however I understand
human beings like the shorthand strategies acronyms offer... but as a
visual learner I find myself sometimes frustrated with acronyms and
otehr times drawn to them!

Sara

i must admit that I agree with you- the acronyms STEM and STEAM are
not very helpful-they are mostly institutionally
defined for the use of institutions, funding agencies- when a young
person is making their way in the world their
curiosity and motivation is not really helped by framing these issues
via acronyms

a deeper question is how we think knowledge and ways of knowing are
connected together-
in the traditional 'tree of knowledge' metaphor we think of knowledge
being structured in
branches, and not strongly interconnected

so STEM -science, technology, engineering, math is within a branch
that is in the scientific way of
knowing

but the arts are in a different branch

and often we organise our institutions reflecting this way of thinking

however if we think of knowledge as a networked system the arts and sciences
are different hubs in this network, but there are many live and
important inter connections

we all know that creativity and innovation draw on multiple ways of knowing

and some arts are very close to certain areas of engineering = so clearly
interactive arts and video or computer games draw a great deal on
the computer sciences = so artists in art and technology generally have
many interconnections with mathematics, and computer science

david goldberg has talked a lot about this-see instance
http://spotlight.macfound.org/blog/entry/dml-networked-studio
and this lead to the development of the HASTAC
http://www.hastac.org/
which describes itself as a Humanitise, Arts, Science and
Technology Alliance Collaboratory


so some of the stem to steam discussion is about making these interconnections
more visible to young people

roger malina
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