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Abstract Background In the contemporary recent education landscape, an inventive paradigm known as ‘‘STEAM’’ has emerged, which augments the erstwhile STEM framework by incorporating the dimension of ‘‘Art’’. STEAM endeavors to enhance students' capacities for creativity, innovation, and design thinking. Among the various forms of artistic expression, the visual arts, as the earliest form of human expression, play a pivotal role within and beyond the boundaries of the arts, which gives visual arts-based STEAM (VA-STEAM) fundamentally advantageous and potential to enhance student learning in STEM fields. However, many explorers have encountered challenges when embarking upon or sustaining their involvement in VA-STEAM initiatives, primarily stemming from constraints such as an insufficiency of clear instruction, dedicated resources, requisite materials, or adequate temporal provisions for planning and preparation. This paper aims to understand the existing approaches of applying visual art into STEM dominated education system and explore the feasible and efficient way to integrate visual art into current STEM system. This paper aims to understand the existing approaches of applying visual art into STEM dominated education system and explore the feasible and efficient way to integrate visual art into current STEM system through a comprehensive literature review. Methodology In order to provide a comprehensive understanding of the current status of VA-STEAM to the explorers and interested parties in the related fields, the present literature review delves into the manifold benefits inherent to the existing domain of VA-STEAM education, elucidated illustrative pedagogical instances categorized by subject matter, and delineated prevailing trajectories within the educational landscape pertaining to this domain. 57 articles were identified, from which 49 papers were deeply studied and summarized. Results Prior research has indicated that the integration of VA-STEAM education holds the potential to yield a spectrum of benefits for students, encompassing improvements in memory retention, facilitation of causal reasoning skills, utilization as a pedagogical tool and resource, cultivation of nuanced artistic cognitive faculties encompassing observation, description, association, and comparison, as well as the enhancement of critical thinking capacities spanning observation, allocation, interpretation, and analysis. Moreover, VA-STEAM facilitates the application of multidisciplinary knowledge and creative thinking in the execution of design-based projects (DBP) or problem-based learning projects (PBL). To better assist teachers in implementing VA-STEAM, this paper summarized existing VA-STEAM teaching examples and multidisciplinary contents by subjects, including related projects or ideas for math & geometry, physical, biology, chemistry, and history classes. Notably, visual art serves as a conduit to express and evaluate STEM concepts, affording students the flexible means to visually depict and communicate complex concepts and ideas that elude verbal articulation. In the interest of supporting educators in the successful integration of VA-STEAM, this study also synthesizes extant teaching instances and interdisciplinary content across subjects, encompassing pertinent projects and concepts tailored to mathematics and geometry, physical sciences, biology, chemistry, and history disciplines. Conclusion Visual art can be a great entry point to integrate art into STEM curriculums, it can provide a variety of benefits for different subjects. The current trajectory of VA-STEAM initiatives encompasses several key dimensions: (1) the strategic utilization of visual art as a mechanism for facilitating the visualization, exploration, and comprehension of STEM disciplines; (2) the integration of DBP and PBL that foster cross-disciplinary engagement and promote inquiry-driven educational experiences; and (3) the formulation of symbiotic programs characterized by mutual enhancement of STEM and art learning paradigms, yielding optimal outcomes for both domains. |
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