Guide and Support

The ISEA2012 CURRICULUM TOOL offers a student-centered approach where the teacher "facilitates learning" as the student acquires the knowledge and defines his/her own goals. The website provides the student with the tools and a portal to the resources they will need for the project. You will need to provide the time and space for this project to happen, and guide them using the teacher tools on this website. The guidelines below coincide with the seven stages of the students STEMARTS Design Tool to help you provide the support they need.

The first stage of the design process is where students define their project, which starts with identifying the artist(s) from the selection of featured ISEA2012 artists.

Allow time for students to explore each of the artists, reading the artist interviews, and perusing the associated Wiki-Resource with suggested activities and information about the medium.

Have discussions with the students about the content that they are exploring.

Examine the similarities and differences between the artistsʼ creative process in the interviews.

Explore how the Design Tool process works and how they will be identifying, organizing, and carrying out their own art project to completion.

Review the STEM topics associated with each artistʼs work and ask them to reflect on which ones they may be interested in exploring.

Relate the Artistsʼ STEM topic to science or math assignments or projects whenever possible.

Review how the Wiki-Resource is an important tool for getting ideas, as well as a starting point.
Print out the STEMArts Design Tool and review all the steps with the class.
Guide the students in selecting their project idea. It could be a project that takes ideas from several artists or it could a project that is directly inspired by one artistʼs work.

Each artist Wiki-Resource also includes a simple ready-made activity that students can choose if time is limited, or if they are not able to come up with an idea.

The brainstorming stage and research stage go hand in hand. Have students review both phases in the STEMARTS Design Tool handout.

Have the students identify the research tools that they will use to document their findings.

We suggest tools such as Evernote and Pinterest, as well as a paper journal for searching, saving and organizing their findings. These digital tools will also serve as an online portfolio for the student which will develop their 21st century online portfolio.

Students are encouraged to collaborate with each other and with others in their community to brainstorm, research, and realize their project. Assist as needed to help make these collaborations possible. This may involve bringing in a guest speaker, or helping them to find a person or organization that can help with their project.

In this stage, students have identified their project and should be making a materials list. Assist students with what they will need. Learning how to work with a budget is part of the creative process. Necessity is the mother of invention!

As the projects begin to form students will experience technical and design challenges. This can be the most challenging part of the design process and students will need to learn to diagnose the problems and ask for help.

Have students review the Troubleshoot stage. Print out the handout and guide them through the process as needed.

As explained in the Troubleshoot handout, ask the students to seek specific people in or outside the school, or through internet forums help troubleshoot their problems.

Once the projects are near completion, print out the Feedback handout and review with students.

Students can get up in front of the class and share their project to get feedback.

Encourage smaller breakout sessions where students can individually ask each other for feedback.

Have the students find 2-3 people from outside the school to approach and get specific feedback relating to problems or concerns that they have identified.

Once students feel that their project/piece is complete, it is time to start thinking about how it will be presented.  Guide students in the process of identifying the best medium and format for presenting their work, either to the class, the school, to the community and/or as an online portfolio.

Review the Present stage with the students to help them determine the best way to present their work.

Review the Share and Evaluate stage of the process and help coordinate the presentation of students work i.e. science fair, art exhibit, school presentation, family night, blog etc.

Students will explore online share tools and put together an online representation of their work. This may be a blog of their process, creating a Pinterest gallery, uploading a video to Youtube or Vimeo, etc.

Once the project is complete and they have shared their work, ask the students to fill out the Reflective Log so that they can develop awareness of their process, their feelings, and their observations.

Ask the students to review the STEMArts Evaluation handout to see what they learned and how the project impacted them personally.

Share the results of the STEMArts evaluation handout with your school and with us at to be part of the greater STEMArts Research project, which will help us improve this curriculum tool.