Erişti, S.D.B.Erdoğan, Y.2025-06-012025-06-0120259789004714748978900471473110.1163/9789004714748_0162-s2.0-85215934717https://doi.org/10.1163/9789004714748_016https://hdl.handle.net/20.500.14720/25055In this chapter we explain the process of planning STEAM-oriented instructional activities in visual arts education, sharing our experiences with Art Teaching Practices, a course we initially offered in fall 2020. We highlight several of our instructional strategies, including 5E4C, daily-life and context-based STEAM learning, the maker movement, and technology-enhanced STEAM projects. We also recount a range of activities carried out by our students, who were teacher candidates preparing themselves for STEAM education; these included analyzing STEAM examples in film and social media, connecting Türkiye’s visual arts competencies to STEAM projects, participating in STEAM workshops to learn with and from international peers and experts in STEAM education, and making STEAM-oriented art projects, such as kaleidocycles, smart space design using a coding program, and kitchen lithography. © 2025 by Yichien Cooper and Alice Lai. Published by Koninklijke Brill BV, Plantijnstraat 2, 2321 JC Leiden, The Netherlands.eninfo:eu-repo/semantics/closedAccessCodingKaleidocycleKitchen LithographySteam Course DesignVisual Arts Teacher Education In TürkiyeBook PartN/AN/A249263