Hands-on, Minds-on, Hearts-on, Social-on: A Collaborative Maker Project Integrating Arts in a Synchronous Online Environment for Teachers

Abstract

This article presents a collaborative maker project integrating the arts in a synchronous online environment. Based on the Thinkering, Making, Sharing, and Reflecting (TMSR) model, the four components of hands-on, minds-on, hearts-on, and social-on learning were integrated into an online collaborative maker project involving arts, music, and coding. The authors first describe the theoretical framework of the TMSR model and the design and implementation of the maker project, and then report on the experiences and reflections of the participating teachers, who were enrolled in an online graduate course. Survey results showed that the project fostered the teachers’ connectedness, positive emotions, and satisfaction toward the online learning environment. In addition, qualitative data from their reflective essays revealed that the teacher participants experienced all aspects of hands-on, social-on, hearts-on, and minds-on learning in the online environment both as learners and as teachers. Finally, the qualitative themes showed that the teachers acknowledged supportive maker project components that can be applied in their own teaching context. Implications of the findings for art-integrated maker projects in public school settings were also addressed.

RETRACTED: The approaches and methods of music psychology in the relationship between music emotion and cognition in music teaching activities

“…Without music appreciation, music creation and performance will lose their fundamental significance ( Rahiem, 2021 ). An et al put forward that music appreciation is not only a passive accepting behavior, but also an active and subjective creative activity ( An et al, 2022 ). With the in-depth study of music esthetic practice, modern music esthetics especially turns its attention to the link of music acceptance, and examines the acceptance of music to the same important degree as music creation and performance from a new perspective.…”

Not just for decoration: How the arts complement science, technology, engineering, and mathematics learning.

“…By presenting possibilities beyond right and wrong, examining issues from different perspectives, and encouraging risk-taking, the arts promote learners’ divergent thinking, which complements the convergent thinking induced by STEM disciplines, thereby inspiring creative work (Yakman & Lee, 2012). Second, the arts increase young people’s motivation for STEM (An et al, 2022; Mun, 2022). As complicated scientific data could be simplified (e.g., through visual thinking) and learning could be connected to daily life through the lens of the arts, classes would be more enjoyable and emotionally satisfying.…”

“…As claimed by Apple Inc. founder Steve Jobs when the iPad 2 was introduced in 2011, the profound impact that Apple’s products had on consumers was the result of not only their cutting-edge technology but also their integration of technology, liberal arts, and the humanities. Various empirical studies indicate that the arts complement STEM education in four ways: infusing learners’ creativity into STEM works (Oner et al, 2016); enhancing learners’ motivation to engage or reengage in STEM learning (An et al, 2022); increasing the diversity of students’ participation in STEM learning (Cruz et al, 2021); and addressing social justice and humanitarian issues within scientific developments (Conradty & Bogner, 2020). Notably, the last way frequently requires a longer learning period because of the complexity of the underlying issues.…”

Sinais-termos científicos em Libras: uma reflexão sobre a escassez e a necessidade de padronização

“…Quando chega um visitante surdo à exposição de ciências, em geral, ocorre a falta de acessibilidade comunicacional, o que prejudica o desenvolvimento do diálogo entre o surdo e o mediador da exposição (Ferreira et al, 2021). Mesmo assim, a curiosidade pode ser despertada pela experiência cinestésica e visual (An, Sung;Yoon, 2022;Hott et al, 2022;Pavão;Leitão, 2007). Para suprir a lacuna do diálogo e aproveitar a vivência como meio de estimular a reflexão e mesmo a curiosidade do indivíduo, elaboramos vídeos em Libras.…”