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Abstract
As an arts administrator for a large school district in Central Virginia, I have been working with and keeping an eye on developments in the growing science, technology, engineering, art, and math (STEAM) initiatives. I have seen these develop and morph into a robust set of ideas that are being developed into curriculum. This curriculum is “de-siloizing” content in an effort to bring authentic learning and deep student engagement. Our students will be the direct beneficiary of STEAM programs delivered with a solid underpinning of what STEAM is and how it relates to other initiatives and lines of inquiry.
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Notes on contributors
Michael Gettings
Michael Gettings is Instructional Specialist, Visual Arts in the Curriculum and Instruction Department, Chesterfield County Public Schools, Midlothian, Virginia. E-mail: [email protected]