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

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)35-48
Number of pages14
JournalInternational Journal of Education Through Art
Volume14
Issue number1
DOIs
StatePublished - Mar 1 2018

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curriculum theory
curriculum development
art
engineering
curriculum
transdisciplinary
science
educator
Curriculum Theory
Materiality
Curriculum Development
Curriculum
Art

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities(all)

Cite this

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