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Free Content 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 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.

Keywords: STEAM; boundary shifters; curriculum theory; digital fabrication; graphics software; materiality; object-oriented; transdisciplinary

Document Type: Research Article

Affiliations: The Pennsylvania State University, USA

Publication date: March 1, 2018

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  • The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.

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