This book responds to challenging questions about curricular realignment, especially how a more porous approach to higher education reduces the impact of a “siloed” curriculum, lessens the tendency toward the fragmentation of knowledge, allows for the development of cross-disciplinary explorations, and promotes new approaches to knowledge and creativity through interdisciplinary integrative learning. This volume demonstrates how combining two seemingly disparate cultures helps undergraduate students develop creative mindsets needed for addressing challenging open-ended questions, complex social issues, and non-routine problem-solving. In doing so, this book aims to stimulate discussions about integrative interdisciplinary education between STEM and other fields of performance and performance technologies that have been either overlooked or underdeveloped.
1 Introduction: Why Include Theatre Arts in New Modes of Undergraduate
Education?.- References and Suggestions for Further Reading.- 2 Meeting the
Challenges of Shifting Education Paradigms.- Introduction.- Greater
Expectations, AAC&Us Essential Learning Outcomes, and Principles of
Excellence.- Educational Practices.- Integrating STEM with the Humanities and
Arts.- Conclusions.- References and Suggestions for Further Reading.- 3 Lets
Get Started.- Introduction.- Liberal Arts, Liberal Education, and General
Education.- Why Integration and What Is It?.- STEM, STEAM, and SHTEAM.- Other
Examples of Integration (STS, STIRS, and STEMM).- Modes of Learning:
Multidisciplinary, Interdisciplinary, Transdisciplinary, Integrative, and
Applied.- Transformative Learning.- Factoring in Implementation.-
Conclusions.- References and Suggestions for Further Reading.- 4 Enhancing
Learning Through Integrative Education: On the Road.- Introduction.- Learning
in the Digital Age.- Integrative Learning: Signature Work and Capstones.- The
Whole Is Greater than the Sum of Its Parts.- Disciplinary Knowledge Versus
Interdisciplinary Connections.- Additional Roadblocks.- The Road Ahead.- From
the Inside Looking Out.- A Call to Action.- Conclusions.- References and
Suggestions for Further Reading.- 5 Bridging the Gap Between STEM and Theatre
Arts.- Introduction.- Theatre Arts Programs and the Theatre Practitioner.-
Signature Pedagogies.- The Theatre Practitioner.- The Scientist.- The
Mathematician.- The Engineer.- The Scientist, the Mathematician, the
Engineer, and the Theatre Artist.- Liminal Spaces.- The Artistic Paradox:
Humanism Versus Practicality.- Conclusions.- References and Suggestions for
Further Reading.- 6 The Marriage of Disparate Disciplines.- Introduction.-
Bridging the Gap Between Theatre and STEM.- The Artist as Scientist and the
Scientist as Artist.- Leonardo da Vinci and Johann Wolfgang von Goethe.-
Collaborative Partnerships.- Conclusions.- References and Suggestions for
Further Reading.- 7 The Creative Spirit.- Introduction.- What Is
Creativity?.- Where Is Creativity?.- Can Creativity Be Taught?.- Crossing
Boundaries: Myths, Misconceptions, and Labels.- The New Frontier:
ArtScience Collaborations.- Creative Pathways.- The Practice of Making.-
Design Thinking and Systems Thinking.- Conclusions.- References and
Suggestions for Further Reading.- 8 Facing the Creative Imperative.-
Introduction.- Decoding the Disciplines.- More About Decoding.- Unpacking the
Language, Strategies, and Creative Process in Theatre Arts.- No Muses on
Stage Please.- Beyond Soft Skills.- Toward Effective Storytelling.- What Is
an Imagistic Analysis?.- Practicing the Art of Creativity in Theatre.-
Teasing Out Similarities.- Divergent and Convergent Thinking.- Various
Positions on the Scientific Method.- Sharing Creative Practices: Engineering
and Theatre.- Social and Professional Skills.- Walking the Walk.- Sitting at
the Table of Curriculum Reform.- Conclusions.- References and Suggestions for
Further Reading.- 9 Answered and Unanswered Questions.- Introduction.- Making
the Case.- Looking Forward.- The Players and the Process.- Questions,
Concerns, and Suggestions for Further Research.- References and Suggestions
for Further Reading.- Appendix V1: Good Questions: Drawing on Theater to
Educate Reflective Engineers as Civic Participants, by Alison Wood.- Appendix
V2: Constructing and Performing the Self: An Interdisciplinary Course That
Transforms Scholars and Selves, by Jonathan M. Adler.- Appendix V3:
Contemplating Science: A New Educational Paradigm for Interdisciplinary and
Integrative Learning in Engineering, by Yevgeniya V. Zastavker and Madhvi J.
Venkatesh.- Appendix V4: Theater Brings Community Voice to Bear on Wicked
Problems, by Sarah A. Brownell.- Appendix V5: The Three-Year Theatre
Engineering Capstone Experience: Scaffolding the Integration of Theory and
Practice, by Rich Dionne.- Appendix V6: Portfolios That Build Community, by
Leigh Witek.- Appendix V7: Going Beneath, by Lance Gharavi.- Appendix V8:
Transdisciplinary and Multimodal Live Performance Research and Integration
into the Curriculum, by Daniel Fine.- Appendix V9: Data Theatre, by Rahul
Bhargava.- Appendix V10: Mechanics Meets Metaphor: An Interdisciplinary Web,
by Liam Hofmeister.- Appendix V11: A HeartBrain Connection: What Giraffes
Taught Me About Science and the Arts, by Virginia Anderson.- Appendix V12:
Reflections, by Shane L. Collins.- Appendix V13: Catalyst Collaborative@MIT:
Pictures of Practice, by Debra Wise.- Biographies.- Index.
Nancy Kindelan is Professor Emerita of Theatre at Northeastern University, Boston, USA, where she taught numerous interdisciplinary courses, honors courses, performance classes, and script analysis and directed plays. Her books include Shadows of Realism: Dramaturgy and the Theories and Practices of Modernism (1996) and Artistic Literacy: Theatre Studies and a Contemporary Liberal Education, which received a Special Honorable Mention for the Outstanding Book Award from the Association for Theatre in Higher Education in 2013. She is the founding editor of the Palgrave Macmillan book series The Arts in Higher Education.
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