CoChat
Sign Up
Cited by 9Art Education and DevelopmentScience Education and PedagogyArt, Technology, and Culture

The DOI matches its Crossref record, with a small difference in title or year.

Artistic Ways of Knowing: Thinking Like an Artist in the STEAM Classroom

Haroutounian, Joanne·2019·Environmental Discourses in Science Education
DOI 10.1007/978-3-030-25101-7_12
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1007/978-3-030-25101-7_12

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Artists are trained in artistic and aesthetic ways of knowing, including perceptual awareness, creative interpretation, and qualitative awareness.

    “Artists, on the other hand, are trained in artistic and aesthetic ways of knowing.Not only do they typically have less formal training in computational thinking, but many are trained to think in ways that sit outside computational thinking.Artistic ways of knowing include perceptual awareness, creative interpretation, and qualitative awareness [19].”

    From Is Resistance Futile?: Early Career Game Developers, Generative AI, and Ethical Skepticism (2024) · cites this paper as [19]

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 42

  1. American Institute for Research. (2016, February 16). Wolf Trap’s early STEM/arts program translates into one to two months of additional math learning, AIR study finds. American Institute for Research. Retrieved from http://www.air.org/news/press-release/wolf-trap-s-early-stem-arts-program-translates-one-to-two-months-additional-math
  2. Arnheim, R. (1969). Visual thinking. Berkeley: Berkeley University of California Press.
  3. Clark, G., & Zimmerman, E. (1984). Educating artistically talented students. Syracuse: Syracuse University Press.
  4. Costa, A. (Ed.). (1991). Developing minds: A resource for teaching thinking. Alexandria: Association for Supervisor and Curriculum Development.
  5. Costa-Giomi, E. (1999). The effects of three years of piano instruction on children’s cognitive development. Journal of Research in Music Education, 47, 198–212. · DOI
  6. Courey, S. J., Balogh, E., Siker, J. R., & Paik, J. (2012). Academic music: Music instruction to engage third-grade students in learning basic fraction concepts. Educational Studies in Mathematics, 81, 251–278. · DOI
  7. Courtney, R. (1990). Drama and intelligence: A cognitive theory. Montreal: McGill – Queen’s University Press. · DOI
  8. Dewey, J. (1934). Art as experience. New York: Perigree Books, Xxx p.
  9. Eisner, E. (1972). Educating artistic vision. New York: Macmillan.
  10. Eisner, E. (1986). Appreciating children’s aesthetic ways of knowing: An interview with Elliot Eisner by T. Buescher. Journal for the Education of the Gifted, 10(1), 7–15. · DOI
  11. Eisner, E. (2002). The arts and the creation of mind. New Haven: Yale University Press.
  12. Goodlad, J. (1992). Toward a place in the curriculum for the arts. In B. Reimer & R. Smith (Eds.), The arts, education and aesthetic knowing: Ninety first yearbook of the national society for the study of education. Part III. Chicago: The University of Chicago Press.
  13. Gordon, E. (1987). The nature, description, measurement, and evaluation of music aptitudes. Chicago: G. I. A.
  14. Guyotte, K. W., Sochacka, N. W., Costantino, T. E., Kellam, N., & Walther, J. (2015). Collaborative creativity in STEAM: Narratives of art education students’ experiences in transdisciplinary spaces. International Journal of Education & the Arts, 16(15). Retrieved from http://www.ijea.org/v16n15/
  15. Haroutounian, J. (1995). Talent identification and development in the arts: An artistic/educational dialogue. Roeper Review, 18(2), 112–117. · DOI
  16. Haroutounian, J. (2002). Kindling the spark: Recognizing and developing musical talent. New York: Oxford University Press. · DOI
  17. Haroutounian, J. (2013). Musician’s performance portfolio: A process for musical self-assessment. San Diego: Neil A. Kjos Music.
  18. Haroutounian, J. (2014). Arts talent id: A framework for the identification of talented students in the arts. Unionville NY: Royal Fireworks Press.
  19. Haroutounian, J. (2015). Artistic ways of knowing: How to think like an artist. Unionville: Royal Fireworks Press.
  20. Haroutounian, J. (2016). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44–48. https://doi.org/10.1080/02783193.2016.1247397. · DOI
  21. Haroutounian, J. (2017). Artistic ways of knowing: A curriculum for the artist in every student. Unionville: Royal Fireworks Press.
  22. Harris, M. A. (2007). Differences in mathematics scores between students who receive traditional Montessori instruction and students who receive music enriched Montessori instruction. Journal for Learning Through the Arts, 3(1). Retrieved from http://www.escholarship.org/uc/item/07h5f866 · DOI
  23. Hetland, L., Winner, E., Veenema, S., & Sheridan, K. (2007). Studio thinking: The real benefits of visual arts education. New York: Teachers College Press.
  24. Hurwitz, A., & Day, M. (2007). Children and their art (8th ed.). Orlando: Harcourt Brace Jovanovich.
  25. Kinney, D. W., & Forsythe, J. L. (2005). The effects of the arts IMPACT curriculum upon student performance on the Ohio fourth-grade proficiency test. Bulletin of the Council for Research in Music Education, 164, 35–48.
  26. Korn, R. (2010). Educational research: The art of problem solving. New York: Solomon R. Guggenheim Museum Visitor Studies. Evaluation and Audience Research.
  27. McCutchen, B. P. (2006). Teaching dance as art in education. Champaign: Human Kinetics.
  28. Montgomerie, D., & Ferguson, J. (1999). Bears don’t need phonics: An examination of the role of drama in laying the foundations for critical thinking in the reading process. Research in Drama Education: The Journal of Applied Theatre and Performance, 4, 11–20. · DOI
  29. 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. e STEAM Journal, 2(2): Article 6. https://doi.org/10.5642/steam.20160202.06. Available at: http://scholarship.claremont.edu/steam/vol2/iss2/6 · DOI
  30. Piro, J. (2010). Going from STEM to STEAM: The arts have a role in America’s future, too. Education Week, 29(24), 28–29.
  31. Quigley, C., & Herro, D. (2016). “Finding the joy in the unknown”: Implementation of STEAM teaching practices in middle school science and math classrooms. Journal of Science Education Technology, 25, 410–426. https://doi.org/10.1007/s10956-016-9602-z. · DOI
  32. Reimer, B., & Smith, R. (Eds.). (1992). The arts, education, and aesthetic knowing: Ninety-first yearbook of the National Society for the study of education, part II. Chicago: The University of Chicago Press.
  33. Robelen, E. W. (2011). STEAM: Experts make case for adding arts to STEM. Education Week, 31(13), 8.
  34. Seashore, C. (1938). Psychology of music. New York: McGraw Hill.
  35. Sloboda, J. (1985). The musical mind: The cognitive psychology of music. Oxford: Oxford University Press.
  36. Sloboda, J. (2005). Exploring the musical mind: Cognition, emotion, ability, function. Oxford: Oxford University Press.
  37. Smithrim, K., & Upitis, R. (2005). Learning through the arts: Lessons of engagement. Canadian Journal of Education, 28, 109–127. · DOI
  38. Sousa, D. A., & Pilecki, T. (2013). From STEM to STEAM: Using brain-compatible strategies to integrate the arts. Thousand Oaks: Corwin.
  39. Thurley, C. W. (2016). Infusing the arts into science and the sciences into the arts: An argument for interdisciplinary STEAM in higher education pathways. e STEAM Journal, 2(2): Article 18. 10.5642/steam.20160202.18. Available at: http://scholarship.claremont.edu/steam/vol2/iss2/18 · DOI
  40. Winner, E., & Hetland, L. (2000). The arts in education: Evaluating the evidence for a causal link. The Journal of Aesthetic Education, 34(3–4), 3–10.
  41. Winner, E., Davidson, L., & Scripp, L. (Eds.). (1992). Arts PROPEL: A handbook for music. Cambridge, MA: Harvard Project Zero and Educational Testing Service, Xxx p.
  42. Wynn, T., & Harris, J. (2012). Toward a STEM and arts curriculum: Creating the teaching team. Art Education, 42–47. · DOI

Cited by

Sorted by citations

Metadata

Authors
Haroutounian, J.
Affiliations
George Mason University (US)
Corresponding author
Haroutounian, Joanne
Venue
Environmental Discourses in Science Education
Publisher
Springer International Publishing
Published
2019
Pages
169-183
ISSN
  • 2352-7307 (ISSN-L)
  • 2352-7315
DOI
10.1007/978-3-030-25101-7_12
OpenAlex
W3007488189
Cited by
9
References
0
Citations by year
2026: 1 · 2025: 1 · 2024: 3 · 2023: 4
FWCI
0.00
Type
book chapter
Language
en
Open access
closed
Licence
Locations
Environmental discourses in science education (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art, Technology, and Culture
Keywords
STEAM education, arts integration, STEM education, perceptual awareness, metaperception, creative interpretation, aesthetic sensibility, critique, performance, creative learning, interdisciplinary learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review