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CANCELLED: Designing Like Da Vinci: Innovating With STEAM

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Participate and share : Poster

Dr. Jane Baber  
How did Leonardo da Vinci use the arts to communicate his understanding of the world around him? How did he use common objects in uncommon ways? This session fuses the arts, da Vinci’s notebooked observations and questions, and integration of digital canvases to explore and present solutions to real, literary or imagined problems.

Audience: Library media specialists, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: www.padlet.com
Topic: Innovative learning environments
Grade level: 3-5
Subject area: STEM/STEAM
ISTE Standards: For Students:
Computational Thinker
  • Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

Proposal summary

Purpose & objective

Legends about Leonardo daVinci speculate that his curiosity about the world around him led to his status as a prolific inventor. Observing a bird’s wings and wondering “How can we fly?” represents daVinci’s forward-thinking process, imagining how common sights and objects can accomplish practical or even uncommon feats. By utilizing daVinci’s notebooks of sketches and postulating how we make simple and complex things work, learners will first be welcomed into a fusion of art and robotics. The planning, processes, and continued evolution of inventions are clearly illustrated in daVinci’s sketches and serve as not only a fine arts and STEAM connection, but also inspiration for learners as they explore being inventors through the media of digital canvases, everyday objects, and their imaginations.

Supporting research

Cross, J. L., Hamner, E., Bartley, C., & Nourbakhsh, I. (2015, October). Arts & Bots: application and outcomes of a secondary school robotics program. In 2015 IEEE Frontiers in Education Conference (FIE) (pp. 1-9). IEEE.
Liao, C. (2016). From interdisciplinary to transdisciplinary: An arts-integrated approach to STEAM education. Art Education, 69(6), 44-49.
Miller, D. P., & Nourbakhsh, I. (2016). Robotics for education. In Springer’s handbook of robotics (pp. 2115 - 2134). Spring,er, Cham.
Morgan, K., Barker, B., Nugent, G., & Grandgenett, N. (2019). Educational Robotics as a Tool for Youth Leadership Development and STEM Engagement. In STEM Education 2.0 (pp. 248-275). Brill Sense.
Oner, A. T., Nite, S. B., Capraro, R. M., & Capraro, M. M. (2016). From STEM to STEAM: Students’ beliefs about the use of their creativity. The STEAM Journal, 2(2), 6.
Sullivan, A., & Bers, M. U. (2018). Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers. International Journal of Technology and Design Education, 28(2), 325-346.
Sullivan, A., Strawhacker, A., & Bers, M. U. (2017). Dancing, drawing, and dramatic robots: Integrating robotics and the arts to teach foundational STEAM concepts to young children. In Robotics in STEM education (pp. 231-260). Springer, Cham.

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Presenters

Photo
Dr. Jane Baber, K20 Center, University of Oklahoma

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