Audio-Visual Arts Reflection

The investigatory purpose and nature of this research is to exemplify the value of STEAM (STEM) audio-visual aids to the overall cognitive process. STEM has become a central objective for guiding curriculum and instruction for both educators and students across the country. Through curricular frameworks like Common Core and the Next Generation Science Standards, the concepts and standards which students are expected to attain in demonstrating academic preparedness and achievement have become reflective of the need for schools and educators to find the cross section between comprehension and application. Arts integration is the vehicle most schools have utilized to accomplish a more inter-relational focus for curriculum and instruction. Employing audio-visual aids as a core component of arts integrated instruction is a fairly new practice. Presently, the research on this topic reveals improved student engagement and comprehension; as well as, the ability of educators to facilitate a more responsive learning environment.

The purpose of this literature review is to utilize relevant research on the topic of STEAM learning

Research also presents the use of audio-visual arts as attributable to enhanced practitioner pedagogical implementation, improved student engagement and positive learning outcomes. Through this framework teachers and students use the arts as an access point to build comprehension across subject domains. “Children react most often to audio-visual stimulus than other forms of teaching/learning aid, hence the existence of the tendency for positive [responses] to selected...audio-visual [aids]” (Olube, 2015, p. 119). More specifically, audio-visual arts integration is applied to curriculum and instruction to facilitate command of concepts, promoting student participation and demonstrably more positive learning