The STEAM approach: Implementation and educational, social and economic consequences
Author:
Affiliation:
1. Department of Didáctics of Experimental Sciences, Faculty of Education, University of Granada, Granada, Spain
2. Music Education Department, Faculty of Education, University of Granada, Granada, Spain
Publisher
Informa UK Limited
Subject
Visual Arts and Performing Arts,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10632913.2021.1974997
Reference56 articles.
1. The development of STEAM educational policy to promote student creativity and social empowerment
2. Aróstegui, J. L. (2016). Exploring the global decline of music education. Arts Education Policy Review, 117(2), 96–103. https://doi.org/10.1080/10632913.2015.1007406
3. Aróstegui, J. L. (2019). Evaluation, educational policy reforms, and their implications for arts education. Arts Education Policy Review, 120(3), 121–125. https://doi.org/10.1080/10632913.2018.1532368
4. Aróstegui, J. L. & Kyakuwa, J. (2021). Generalist or specialist music teachers? Lessons from two continents. Arts Education Policy Review, 122(1), 19-31. https://doi.org/10.1080/10632913.2020.1746715
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