Spring 2017 Impact

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Page 39 of 62

39 Encountering Wicked Problems Aaron D. Knochel, Ph.D. Aaron D. Knochel is the Assistant Professor of Art Education at e Pennsylvania State University In preparing visual arts educators I am constantly asking myself what skills, attitudes, and awareness do they need to be ready for the future of education. e challenge of this endeavor is simultaneously preparing an educator now and for the future. Future art educators will teach future artists, but they will also teach future engineers, musicians, bankers, architects, biologists, chemists, etc. From this perspective, my students should not base their pedagogical philosophy on the education of artists, but rather develop a philosophy of teaching that maximizes how the arts as a way of knowing and performing may impact all learners. As growing minds and professionals, university students in teacher preparation degrees are varied and complex individuals participating in disciplines that have differing knowledge domains and processes. And their future students will also be just as wonderfully varied and complex. For me, STEAM is an important curricular initiative because it acknowledges just this sense of entanglement in students. I think of STEAM as a creative process similar to an exquisite corpse. Used by Surrealist artists in the early 20th century, the exquisite corpse is a kind of game and art-making activity that can take different material form. Central to the exquisite corpse is that you have collaborators contributing parts that make an emergent whole. For example, in a drawing activity you can fold a piece of paper horizontally into four sections

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