During my course on the potential of modern and contemporary art in children's learning, I developed a series of innovative curricula that integrate the arts as a catalyst for STEAM thinking. This experience offered a rich exploration of the historical and theoretical foundations of visual art in childhood education, drawing from influential frameworks such as Montessori, and Reggio Emilia, while also engaging with current practices in public schools.

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A central focus of the course was redefining creativity—not as a standalone trait, but as a powerful connector across disciplines. Through studio-based workshops and theoretical inquiry, I explored how the experimental processes of contemporary artists and designers can spark curiosity, encourage problem-solving, and support iterative thinking. By challenging the Eurocentric systems and foregrounding diverse contemporary voices, I aimed to create inclusive, culturally relevant entry points into interdisciplinary learning.

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The curricula I designed emphasized pedagogical curation: creating environments where children's natural play instincts intersect with material exploration, visual inquiry, and collaborative making. I sourced everyday and unusual materials, studied the work of artists who blur boundaries between art, science, and design, and scaffolded learning through open-ended prompts that invite inquiry and experimentation.

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Through a combination of theoretical readings, critical discussions, hands-on art-making, and museum visits, I developed a robust skill set that positions the arts not only as a tool for self-expression, but as a dynamic bridge to scientific observation, engineering design, and mathematical thinking. This approach nurtures holistic, creative, and culturally grounded learning experiences for young children—core to a meaningful STEAM education.