Tailoring Full STEAM Ahead Empowerment: Creative Coding for 21st Century Girls

Jasmina Maric; Lekshmi Murali Rani

doi:10.4108/eetct.5312

Authors

Jasmina Maric Chalmers University of Technology https://orcid.org/0000-0002-3895-6089
Lekshmi Murali Rani Chalmers University of Technology

DOI:

https://doi.org/10.4108/eetct.5312

Keywords:

STEAM, Art & Tech, Creative Learning, Live Coding, Social Capital, Mentorship

Abstract

INTRODUCTION: This paper provides a comprehensive examination of the Creative Coding project’s impact on female empowerment.
OBJECTIVES: The project addresses the gender disparity in STEAM fields by integrating coding and art for girls aged 10-15, using the Strudel tool that combines real-time live coding and music composition.
METHODS: Through observation and interviews with the girls who participated and performed at the end of the Creative Coding project, but also with those who dropped out, we cast a deep look into the positive and negative parameters to tailor concrete measures for every girl empowerment - not only super achievers. We collaborated with teachers and female mentors from the Computer Science and Engineering Department as relatable role models, to support feelings of belonging and spark curiosity. Using the new user-friendly Strudel tool that supports the integration of art, music, and audio-visual elements, we aimed at an engaging learning experience. To tailor new actions and increase attrition we used a mess map for analysis of the wicked problem of dropouts. Finally, collaboration among the girls and peer learning were expected as by-product effects.
RESULTS: Positive outcomes include increased interest, self-confidence, creativity, and aspirations in STEAM subjects among the girls. However, a more comprehensive and supportive environment is recognized as necessary to engage a broader group of girls in STEAM activities. The findings highlight the importance of cultivating curiosity, providing mentorship, promoting inclusivity and collaboration, and integrating creativity in education to inspire and empower girls in coding and STEAM disciplines.
CONCLUSION: The paper concludes by emphasizing the potential of Creative Coding practices and the audio-visual perception of music to enhance girls’ empowerment, creativity, and interest in coding and STEAM fields.

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