About BioSTEAM

The BioSTEAM Youth Program combines art, ecology and technology to raise awareness and practice participatory science around local and global environmental issues. The program goal is to engage youth in artist-led interdisciplinary and intercultural collaborations that integrate art, science, technology and nature. Our curriculum blends western, indigenous and hispano worldviews that reflect diverse ways of knowing and experiencing nature.

The BioSTEAM Youth Program is designed to the Next Generation Science Standards and the United Nations Sustainable Development Goals, and developed in conjunction with Taos Pueblo educators to create an interdisciplinary and intercultural learning experience. It provides teachers with a variety of online resources and activities to create projects for their students, virtually or in the classroom.

To launch the BioSTEAM Youth Program we partnered with Taos Land Trust and selected our first BioSTEAM artist, Ana MacArthur, who designed a site-specific interspecies installation called Pollinator Concentrator. The installation at Rio Fernando Park in Taos New Mexico explores the environmental topic of biodiversity and human impact with a focus on pollinators and bats. The unit explores how insects see, pollinate and navigate with the stars combined with bio-tech projects that collect and visualize data on pollinator species populations. The installation relates to the Rio Fernando Park mission of land, river and watershed revitalization.

Our goal was to beautify and promote the park with this site-specific installation and build curriculum around the artist work to be accessed for free through this online BioSTEAM platform. Through this collaboration we educate students and the community on the preservation work happening at the park, instill value for protecting our environment, and increase visitation to the park as a place to feel wonder, respect and inspiration for nature.

We encourage all schools in Taos County and beyond to explore the online Virtual BioSTEAM Tour with their students and if possible, come visit the Pollinator Concentrator site-specific installation which will be unveiled this fall 2020 at Rio Fernando Park in Taos, New Mexico.

BioSTEAM will be partnering with new community organizations every year. If you are interested in the BioSTEAM mission and would like to bring a BioSTEAM project to your community please contact us.

BioSTEAM Curriculum Team


Agnes Chavez, Program Director

Agnes is the Program Director of the BioSTEAM Youth Program. She is an artist/ educator and founder of the STEMarts Lab, an innovative program that applies the latest scientific innovations to arts and education through interdisciplinary and intercultural collaborations. She is co-founder of the PASEO Festival in Taos. in 1996 she developed the Sube Teach language thru Art, Music and Games curriculum kit, now in its 24th year of service.

Estacia Huddleston, Program Design

Estacia is a Community Planner and Placemaker working at the intersection of creativity and community. Her primary interests revolve around facilitating visioning and creative placemaking processes that make community planning accessible and meaningful. She applies these skills to the design of curriculum for the BioSTEAM Youth Program. She returned to apply her experience in sustainable design, interactive art and place based planning to her hometown of Taos.

Sheryl Romero, Cultural Specialist /speaker

Sheryl advises on the cultural knowledge exchange program for the BioSTEAM Youth Program and is a speaker for our public programs. Sheryl is the Community Engagement Director at the Red Willow Farm at Taos Pueblo, working to reclaim the agricultural heritage of Taos Pueblo and to restore its traditional food systems.

Henrietta Gomez, Tribal elder/speaker

Henrietta is a living treasure in Taos serving as a cultural specialist for so many organizations and projects. She has a unique gift of sharing traditional knowledge while seeking new ways to create intercultural bridges of understanding and communication. Henrietta is the tribal advisor and speaker for the BioSTEAM Youth Program.

Dr. Greg Cajete, Native Curriculum Advisor

Dr. Greg Cajete is a Native American educator whose work is dedicated to honoring the foundations of indigenous knowledge in education. He serves as a curriculum advisor for the BioSTEAM Youth Program. Dr. Cajete is a Tewa Indian from Santa Clara Pueblo, New Mexico. He has served as a New Mexico Humanities scholar in ethno botany of Northern New Mexico and as a member of the New Mexico Arts Commission. Dr. Cajete has authored five books including “Native Science: Natural Laws of Interdependence” (Clearlight Publishers, 1999 and 2000) which guides the BioSTEAM Lab curriculum.

About the STEMarts Model

The BioSTEAM curriculum is aligned with the STEMarts methodology developed by STEMarts Lab, and implemented as part of school workshops, festival youth programming and online curriculum tools since 2012. The mission of STEMarts Lab is to inspire passionate learning through innovative and immersive  ‘experiences’. We combine art, science and technology to explore real world challenges through creative expression as a way to inspire and activate our youth leaders.

The STEMarts Lab is a Research and Innovation project that applies the latest science research and technological innovations to arts and education through interdisciplinary collaborations. We deliver real world sci-art installations and STEAM programming for schools, art and science organizations, festivals or events.

The future is here, it’s just unevenly distributed  – William Gibson

  • We prioritize intercultural exchange and collaboration and design culturally responsive programming.
  • We are guided by ‘21st century thinking’ with a focus on inner well-being, ethics and social practice toward a peaceful and sustainable future.
  • We investigate the latest science research and cutting edge technologies to inform our design practice and curricula for  our future leaders.
  • We are committed to closing the gap between the “knowledge rich” and “knowledge poor” which can lead to economic disparity.
  • We focus on community outreach to make STEAM programming accessible to underrepresented minorities and girls. Workshop participants must be representative of the socio-economic and cultural diversity of the community they serve.
  • We are engaged in the transition from being passive consumers of technology to problem solvers and critical thinkers, investigating the social, environmental and global impact of the tools we are using.

The STEMarts Education Model is based on carefully designed media-rich workshops, hands-on demos or community interventions built on instruction with four design pillars that revolve around the core principle that all content must make a connection to self, society and the natural world. The chart below provides a visual illustration of the key components that guide all the activities and intended outcomes.