Did you know that there are a seemingly endless numbers of colors of indigo?
“Indian indigo dye lump” by Photo by Evan Izer (Palladian) – Own work.
The use of natural dyes involves the identification, collection, cultivation and conservation of dye plants, the use of chemistry, including natural mordants/fixatives, fermentation, the art of dyeing, and in many cases, an understanding of local customs and the historical context. Dye plants are often studied along side medicinal plants. In addition to plants, invertebrates and minerals are used sources for dyes. Authentically STEAMy, right???
Here’s link to a nice, older article on the topic, including diagrams some important flavonoid dyes: http://userwww.sfsu.edu/msequin/JCE1981ChemofPlantDyes.pdf
And here’s another to the Facebook page of textile artist Hisaki SUMI. Check out her absolutely gorgeous images! (Thanks, Tani!): https://www.facebook.com/pages/Science-Art-of-Natural-Dyes/129463670414005
Once a year or so, I have a biology student who’s a great photographer or illustrator. We talk about scientific photography or scientific illustration as a career path, but I haven’t been able to offer much beyond that. Well, now I can. A colleague just turned me on to this organization, the BioCommunications Association (http://www.bca.org/about/about.html).
From their website:
A typical BCA member is a dedicated, passionate, creative and technical biological/medical photographer, graphic designer, illustrator or videographer employed by hospitals, medical facilities, colleges, universities and research institutions in the life sciences and health care industry.
They offer an education grant: The fund has awarded grants to applicants from several countries for a wide variety of projects such as preparation for certification, attendance at workshops, photographic exhibit support, and the development of new imaging techniques for the microscope. Awards are limited to no more than 33% of available funds for the year and are typically $500 or less. and Any student, trainee, biocommunicator, or institutional program that can demonstrate a need for project funding may apply. So, it’s only $500, but its something.
They also offer a scholarship to support educational opportunities for full-time undergraduate or graduate student pursuing a career in scientific/biomedical visual communications, at an accredited school.
Additionally, they run an annual BioImages competition. Check out their amazing winners gallery here: http://www.bca.org/gallery/bioimages2014salon.html. Be sure to scroll down for the videos!
Last but not least, check out their nicely curated list of links. They include links to academic programs, inspirations and stock images. Maybe I’ll be inspired to branch out from WikiMedia Images.
Methicillin-resistant Staphylococcus aureus. A bacteria that causes infections and is one that is resistant to many antibiotics.
Here’s a link to a short article by the Engine Institute, Inc. that mentions my presentation at the New England Faculty Development Conference: http://theengineinstitute.org/moving-from-stem-to-steam
“Eupatorium cannabinum Sturm4” by Johann Georg Sturm (Painter: Jacob Sturm) – Figure from Deutschlands Flora in Abbildungen at http://www.biolib.de
I strongly encourage you to check out the work of the Engine Institute, which aims to foster cross-fertilization of art and science in some pretty innovative ways. Their Executive Director is the fabulous China Blue Wong (http://www.chinablueart.com). I hope to feature her here soon.
Check out page 10 for an article on STEAM in Higher Ed by yours truly: http://www.facultymatters.com/spring14/moving-from-stem-to-steam/
Yes, this blog has taken a bit of an unexpected hiatus. I was tapped to develop a new graduate program and that sucked up all of my blogging time, but I’m back and will start writing regular posts again. Plus, I have sweet STEAM sabbatical coming up in the fall, sure to result in lots of juicy ideas. So, stop by about once a week to see what’s new!
“Chondrus crispus Crouan” by Pierre-Louis Crouan (1798-1871) & Hippolyte-Marie Crouan (1802-1871) – Alguier des frères Crouan, Université de Bourgogne.
It’s gratifying to see that work in STEAM continues to draw interest. Recently, a University of Phoenix publication featured this blog and the work of several other higher ed folks interested in STEAM including Alan Liu (http://liu.english.ucsb.edu) at the University of California, Santa Barbara, and Michele (http://theatre.msu.edu/index.php/people/faculty/michele-root/) and Robert (https://www.msu.edu/~rootbern/rootbern/Welcome.html) Root-Bernstein of Michigan State University.
See the article here: http://www.facultymatters.com/spring14/moving-from-stem-to-steam/
Koenig’s 1814 steam-powered printing press (Meggs, Philip B. A History of Graphic Design. John Wiley & Sons, Inc. 1998. (p 132))
Just a short post to add to my earlier post on the me-too nature of STEAM. I came across a very nice set of slides on STEAM in K12 from a group of educators in Hawai’i (http://standardstoolkit.k12.hi.us/wp-content/uploads/2013/04/steamwebinar_pdmaterials_203.pdf). They mention one other version of STEAM: STEAM GLASS. The GLASS part of this term refers to Geography, Language Arts, Social Studies.
So, that makes this acronym the second to refer to Social Studies and the third to refer to Language Arts! I present these acronyms so that you might consider other types of integration to create holistic learning experiences at the university level. And it reminds me that I need to write a post about glass blowing…
Glass blowing at a Spanish village art center (Jon Sullivan)
Fern Specimens, Chromolithograph, L. Prang & Co., Print Department, Boston Public Library, 1861-1897 (approximate)
This fall, Gavin Andrews (of the Peabody Essex Museum) and I gave a presentation on STEAM at the New England Faculty Development Conference. Coincidentally, this June the NEFDC conference will be on the topic of Moving from STEM to STEAM: What Really Works (http://www.nefdc.org/spring2014conf.html).
The keynote speaker is Tom Pilecki, who was the director of the Center for Creative Education for twelve years, and is the co-author of the book “From STEM to STEAM: Using Brain-Compatible Strategies to Integrate the Arts” with David Sousa (http://www.corwin.com/books/Book239445). Interestingly, he was founder and principal of the St. Augustine School for the Arts, which was the focus of the 1993 documentary entitled “Something Within Me”, a film that won the Sundance Film Festival Audience Award, Filmmakers Trophy, Special Jury Prize (http://www.imdb.com/title/tt0108183/?ref_=nm_flmg_slf_1).
The conference will take place at Roger Williams University (http://rwu.edu) in Rhode Island, and the call for proposals ends February 23. The tiny coastal state of Rhode Island is also home to RISD (http://www.risd.edu), a great champion of STEAM, so perhaps some RISD folks will attend the meeting?
Hope to see you there.
Portrait of Felix Nadar (1820-1910), Photographer, Playwright, and Aeronautical Scientist.
Whoa. Why did it take me so long to come across ArtSTEM?? ArtSTEM (http://www.artstem.org) is a project led by science faculty member, Dr. Janna Levin (http://www.uncsa.edu/academicprograms/faculty27.htm), and a history faculty member, Michael Wakeford (http://faculty.uncsa.edu/generalstudies/wakefordm/), at the University of North Carolina School of the Arts (http://www.uncsa.edu). It’s alway a pleasure to find a STEAM-related project that is led by both a scientist and someone from the humanities. Without both of those perspectives in the leadership, sometimes the approach is too one-sided and the project’s efforts fail to effectively communicate clearly across disciplines.
ArtSTEM faculty projects involve arts high school and university students in a great variety of projects including plays about the process of science, food science and food presentation, the intersection of anatomy & physiology with dance, the intersection of judo with physics, short films on science that use animation and puppetry, the art and technology of sound, the sonification of solar data, and the aesthetics of regulation in architecture.
ArtSTEM is even offering what looks like a very interesting course this coming semester. I encourage you to read the course description! http://www.artstem.org/2013/04/22/artstem-course-planned-for-spring-2014/
Warm breezes. White sand beaches. Rain forest. Tiny frogs that sing you to sleep.
All of this could be the setting for your adventures in collaborative research in art and science this January. The week-long visit to Puerto Rico is run by biologist Dr. Saúl Nava (http://saulnava.com) and visual artist Ms. Stephanie Dowdy-Nava (http://stephaniedowdynava.com), co-founders of the ART + BIO Collaborative (http://www.artbiocollaborative.com). How do you think travel influences art/science research?
Discover Puerto Rico U.S.A., WPA poster, ca. 1938
In addition to their travel-study course, the Collaborative organizes art/bio events that often include a public education/science communication component. This organization interests me because its goals align quite nicely with my interests – they aim to build collaboration, develop art+science curricula, and promote a cross-disciplinary, holistic approach to discovery in settings as varied as research labs, studios and public spaces.
The idea of STEAM has broad appeal. So broad, in fact, that lots of other disciplines seem to want in too.
Check out this list of acronyms. Why does the field of education have so many acronyms?!
STREAM brings in Language Arts in form of “wRiting” or Reading (http://smartregion.org/2011/04/from-stem-to-stream/, http://www.journal-advocate.com/ci_23625741/stem-at-center-stem-steam-and-stream, http://www.psychologytoday.com/blog/imagine/201103/stem-steam-stream-writing-essential-component-science-education). But weren’t reading and writing essential components of the practice of science anyway? Perhaps they aren’t always included in K12 STEM, but they certainly should be.
Then there’s ST2REAM. ST2REAM includes reading/language arts again, plus thematic instruction (http://www.edweek.org/ew/articles/2012/10/24/09wesson.h32.html). I kind of like the idea of thematic instruction, but I’m concerned that if we add any more angles the science will get diluted. Thematic courses may be a good fit for Interdisciplinary Studies departments.
STEAMIE incorporates “Include Everyone” (http://www.iste.org/store/product?ID=2119). Inclusion is good.
STEMM specifies medicine (http://www.washingtonpost.com/blogs/on-leadership/wp/2013/05/20/tips-for-hiring-stemm-talent-into-government/). Lots of K12 school districts across the United States have STEMM programs, and the federal government seems to be using this term in some cases.
In STEMSS the second (or first?) S stands for Social Studies (http://www.uwlax.edu/conted/stem/stemssprograms.html). Did you know that there’s a society for the social studies of science? http://www.4sonline.org Interesting stuff, and a somewhat novel combination of disciplines.
Let’s not forget STEAM where A=Architecture (http://msue.anr.msu.edu/news/ready_setwait_stem_or_is_it_steam) or SEA, which now stands for Science, Economics, and Arts (http://www.forbes.com/sites/henrydoss/2013/09/17/the-innovation-curriculum-stem-steam-or-sea/).
I’ve also seen STEAME where the E stand for Entertainment, but for the life of me I can’t find a reference for it.
The Genius Of Architecture Rewarding At Once The Science And The Practice Of The Art by William Brodie, located in the Princes Street Gardens in Edinburgh (Stefan Schäfer, Lich)
This variety of attempts to join other disciplines with STEM reflects a genuine interest in the zeitgeist in the re-integration of knowledge. I suspect that it also reflects the fact that research funds are extremely tight all over – if funding isn’t available in your own discipline, maybe you can find it in someone else’s!