A methodology to teach STEM subjects in secondary school using the power of theatre and the arts.

2. 2 Art and science
Is there a relationship between them?
Can they work together for the sake of
education and students?
Can they make STEM lessons more
interesting for both students and teachers?

3. 3 The relationship
between art and science
The relationship between the arts and the sciences
is neither new nor unknown.
We are reminding you, the mechanisms in ancient
Greek theater, the machines and inventions of
Leonardo da Vinci, etc.
In the past, many efforts have been made to link and
create a collaboration between art and education.
The goal has always been to achieve more creativity,
imagination and innovation in the training process

4. 4
Theater and education
It has been shown that the theater and its techniques
can be very useful, functional and applicable to
education.
There are many techniques in the elementary school
courses.
•Drama in education
•Creative learning
•Role playing etc
It has also been proved that theatrical techniques are
very effective for team building in the classroom among
students.

5. 5
Theater and education
But how do they apply to high school and
adolescents?
How do they apply on lessons of the
scientific field ?
And how do they apply into multicultural
classes?

6. 6
Benefits
In addition, theater develops skills useful in their lives
Critical Thinking = Children develop their crisis and critical thinking,
learn the importance of feedback, and not only for the lesson but for
their whole social life.
Cooperation = Theater requires discipline that encourages teamwork
whether it is written, theoretical process or is an action.
Creativity = Through creative actions children understand the world
in a unique way, preparing them for the challenges of the future
Communication = The sociality of children and communication
between them accelerate and is completed through art and
especially through theater.
Expressive Media Development = Students learn to use verbal and
non -verbal techniques in new ways to deliver their message.
Body language evolves, vocabulary develops

7. 7
Creative stem project
Creative STEM Project aims to integrate the use of theater and
art techniques in secondary education through the
development of appropriate tools..
Develops a methodology of applying theater in secondary
education that is oriented to cover science courses.
The method includes both the theory and the practice.
With training scenarios and case studies
that the teacher can use in his teaching.

8. 8 Science is art
The principle on which this study is based and the
proposals we make, are based on the poetic belief that
real, inspired, scientific research is art. The pioneer
scientist uses personal imagination and inspiration .

9. 9
The IF
If :
it is the beginning of everything in art.
It is the power that activates the imagination.
Imagination and logic work together ideally for
the scientist to come to a conclusion.

10. 10 Imagination, image,
experiment, result/conclusion
Art is based on the image and the virtual representation of reality.
A key element of art is also the discovery and the joy of discovering
new things, emotions and experiences.
When viewing a work of art, a "dialogue" within is created by the
viewer, where impressions (from the work of art) talk to each other
and employ his critical thinking.
Introducing art into teaching, by turning Stem into Steam we seek
exactly the same things.

11. 11 The game
A key element of both the child and the scientist.
The child plays by making different things with Lego blocks, simple
bricks or whatelse he finds.
The scientist plays with materials, numbers and actions, with
substances.
The fact that the adult has some other materials in his "play" , than
Lego blocks. a little difference makes nature in itself.

12. 12
Entering Steam's territory
At this point it is advisable to give a definition of Steam.
“STEAM is an educational approach to learning, that uses
Science, Technology,
Engineering, the Arts and Mathematics as access points for
guiding student inquiry,
dialogue, and critical thinking. The end results are students who
take thoughtful risks, engage in experiential learning, persist in
problem-solving, embrace collaboration, and work through the
creative process.»

13. 13
Passport to get into Steam's territory
The introduction of art into STEM lessons is not a simple
process. A more general adaptation of the entire school, the
educational processes on the part of the state.

14. 14
I Create-you create
I play -you play
Performing arts, the game in the classroom must be shifted
to the creative educational game.
This art has to offer a field of action full of stimuli different
from those we have known so far in the conventional
"teacher-centered" teaching methods.

15. 15
The scream
By Edvard Munch

16. 16
• Very good knowledge of the scientific subject
• Imagination and inspiration
• Expanded horizons and interest in areas such as the arts
• Concentration
• Accurate design of the course structure
• Concentration of the materials we need for the lesson.
The necessary steps for the teacher

17. 17
1st level of approach
the starting point
We start (most of the time) from the artistic
event we chose
The professor presents e.g. the table and talks
about him. His reason must allow students to
be discussed and participating, with questions
and comments.

18. 18
References to the tables are important but
our subject is the lesson.
Step by step we come to our subject. From
the table we reach the lesson and the
conclusions we want. Characteristics and
in their nature, composition and behavior
2o level of approach
Adrian Chesterman -London in 1955,

19. 19
3rd level of approach
Movement action, participation-cooperation
We always seek to involve children in some
action. This action can be a improvisation
with or without reason, a real dance or
invented for the lesson, a construction, a
visual painting action, a pylon sculpture, a
collage, an activity of making a material that
may look like cooking etc.
Joseph-Nicolas Robert-Fleury - Γάλλος ζωγράφος 1797

20. 20
The action-theatrical activity
Action is the key for the lesson to:
Be experiential,
To maintain its team-working character
To cultivate critical thinking,
To open new horizons to children,
To develop their imagination and their sensitivity,
To make them (through dialogue) to express themselves freely,
To express their view whatever it is and that will arise from their
critical thinking.
To chat and 'confront' with the views of other students and thus to
develop their relationships and sociality.

21. 21
4th level of approach Observations
conclusions from action
We are gradually returning to the "rigor" of the
lesson. We concentrate on the subject and specify
the conclusions that came from previous levels of
approach. The experiential process, images and
performances created during the action must be
summarized and left in the memory and experience
of students as knowledge.

22. 22
Final results & conclusions
• We started from the field of Art
• We talked about a work of art
• We analyzed its details
• We focused in its individual elements
• We concluded and assumed things that are beyond the
artist's depiction
• We created actions and games with movement and
dramatic energy.
• And finally we came to scientific conclusions abandoning
the artistic environment and atmosphere.

23. 23
The A between E and M
The areas in which such a process are many and
necessary for the integrated development of the
young man.
Learning becomes knowledge and experience
and the role of the school escapes specialization
and training
and arrives to provide education with all the
meaning of the word and in -depth cultivation.

24. 24
We depicted the learning process
we created experiences in the process of
transferring knowledge from the teacher to
students
We were carried awaybypassivity to participation
Teaching the close descriptions of a cognitive
subject was transferred to a vast horizon. The
horizon of art

25. 25
The official
Domain/website
stemproject.eu

26. 26