What Year Was Center for Art Science Technology Cast Founded
Learning from MIT on STEAM Pedagogy
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About the Entity
Efforts to integrating arts and humanities into MIT'due south curriculum has existed since the Found'due south establishment. Specially in the 1960s, the administrative aspired to further strengthen the arts of humanities through actively forging connections between the fields of science and engineering and the worlds of visual and performing arts. Embedding arts into educational activity and involving artists in MIT'southward science work has since then become a tradition.
Established in 2012, the Center for Fine art, Science & Applied science (Bandage) is a cantankerous-disciplinary enquiry unit that farther promotes the intersection of art, scientific discipline and technology. MIT Cast aims to create "new opportunities for art, scientific discipline and applied science to thrive as interrelated, mutually informing modes of exploration, knowledge and discovery."
CAST'due south "multidisciplinary platform presents performing and visual arts programs, supports enquiry projects for artists working with science and engineering labs, and sponsors symposia, classes, workshops, design studios, lectures and publications." Its activities fall into four broad categories: (i) cantankerous-disciplinary classes, (ii) public outreach, (iii) residencies, and (iv) support.
We interviewed Katherine Higgins, Producer of Artists in Residence and Public Programs, to dribble more insights nearly the work at MIT CAST and its implications for the Thousand-12 space:
Setting the Vision
Learning Principles
The benefit of crossing disciplinary boundaries is highly recognized and promoted at Bandage. Katherine believes that "the cross-disciplinary collaboration and desire for experimentation is what makes MIT unique", and that "arts and science can function every bit mutually beneficial modes of discovery".
The interest of practitioners outside of the Plant in faculty's instruction and enquiry is also something that CAST actively advocates for, and it is particularly apparent in the Visiting Artists Program and cross-disciplinary classes that information technology supports (details to be further elaborated beneath).
Enabling Cantankerous-disciplinary Learning
Curriculum & Instruction
Visiting Artists Program
The goal of the Visiting Artists Program at CAST is to "embed artists in the cutting-edge enquiry and didactics at MIT, where scientists and engineers are open to artists' speculative and hands-on style of working".
Contrary to similar programs in other higher educational activity institutions, the Program at MIT is much more "demand-driven" and "research-driven", co-ordinate to Katherine. The faculty members are the ones to originate the idea of involving ideas and are responsible for making such applications to Bandage, with proper justification on how embedding fine art tin can be an inspiration for their work at MIT. CAST is responsible to facilitate the whole process, from handling initial inquiry process from faculty members, taking the awarding to a selection committee for approval, facilitating the outreach and sourcing of suitable artists, to ensuring that the collaboration is mutually beneficial for both the faculty members and the artists involved.
Collaboration can come in different shapes and forms. Depending on the needs from faculty members, the collaboration tin can involve having the creative person(south) working at a research lab multiple times in a year for research and evolution, joining a professor in designing or teaching a curriculum, working directly with a group of students etc. The simply requirement is that information technology must include student engagement and a public presentation. "There is no fixed formula," remarked Katherine. "It all depends on the interest and objective."
One example of such collaboration is a project virtually spiderwebs . MIT Professor Markus Buehler from the Ceremonious and Environmental Engineering section was researching on the materials and structures of spiderwebs. Bandage helped in forging his collaboration with Tomás Saraceno, an artist that was interested in exploring the geometry of spiderwebs in his artwork. The collaboration has eventually led to innovative art installations, as well as the design of a new technique in capturing 3D data of web that has positive implications for architects, arachnologists, engineers etc.
Food for Thought for K-12 Educators:
In what ways will be involving external experts/ practitioners generate value to your school/ classrooms? Can cross-disciplinary initiatives and desire for experimentation exist enhanced?
(An example tin can be engaging with environmentalists to enhance education practices for Geography and initiatives to promote sustainability in the school.)
How can schools create a back up system/ mechanism that allows educators to initiate these ideas?
Food for Thought for K-12 Educators:
How tin the school facilitate arts and scientific discipline teachers to work together in designing cantankerous-disciplinary learning experiences (e.g. grade, afterward-school workshop, field trips)?
Katherine acknowledges that non all collaboration has a tangible result. In fact, she stresses that portable, appreciable outcomes are not the determining cistron of whether the program was successful. At many times, collaborations were much more experimental and were helpful in sparking new ideas and perspective for both the artist and the kinesthesia member involved.
Cross-disciplinary Courses
Bandage supports cross-disciplinary curricular initiatives that integrate the arts into the core curriculum and engage students from across MIT in creating new artistic work or materials, media and technologies for artistic expression. Faculty members at MIT can apply for the Cantankerous-Disciplinary Class Development Fund for financial support as well as additional help for the design and implementation.
One example of a CAST-supported cross-disciplinary course is " Vision in Neuroscience & Art ". The class introduces students to core concepts in visual perception through the lens of art and neuroscience. Through different modes of learning, the course explores the neural and computational mechanisms of vision and their parallel manifestations in visual arts. Information technology is a class co-created past kinesthesia members and students across different disciplines, including Pawan Sinha (Professor from the Department of Encephalon and Cognitive Sciences at MIT), Seth Riskin (Director of the MIT Museum Studio) and Sarah Schwettmann (Graduate student from the Department of Brain and Cognitive Sciences at MIT).
If proven successful, some of these courses eventually become regular courses that students tin can enroll in every year.
Source: https://www.k12mensetmanus.com/mit-cast
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