Innovative STEAM Teaching Through Linocut Printmaking

Abstract

Effective STEAM education requires interdisciplinary approaches that integrate theoretical knowledge with hands-on application. However, traditional methods often separate mathematics, science, and engineering from artistic creativity, limiting opportunities for holistic learning. This study presents a design-based exploration of linocut printmaking as an innovative STEAM teaching tool, bridging mathematics (geometry, symmetry, fractals, tessellations), science (material properties, force application), technology (digital design tools), engineering (precision carving, tool mechanics, printing techniques), and art (creative composition and cultural expression). The instructional approach was developed and implemented in a secondary school setting to examine how engaging in the full linocut process - designing, carving, inking, and printing- could support the development of spatial reasoning, precision, and problem-solving skills. While this study did not employ formal assessments, classroom implementation provided insight into the potential of linocut as a medium for interdisciplinary engagement. The inclusion of cultural motifs, such as Celtic knots and traditional Japanese patterns, was intended to illustrate the global significance of mathematical structures in art and to foster cultural appreciation through mathematical design. We propose a framework for STEAM curriculum design that uses cultural motifs to reinforce global mathematical relevance and suggest that future research should incorporate structured evaluations to assess student comprehension, engagement, and interdisciplinary skill development.