So, I’ve been reflecting on my use of the arts to teach biology over the past two years.
My goal is for students to learn the science, not for them to become good artists of any sort. And I can’t teach the arts or design to them beyond the ways in which those arts or design are part of my own training.
“Max contrast Brain MRI 131058 rgbce” by Nevit Dilmen (talk) – Own work.
I like the use of the arts in learning. The art that’s created doesn’t have to be good art because it isn’t ever presented. For example, students can act out transport through xylem and phloem (the vascular tissue of plants), bring props, include music that’s meaningful to them, and use movement and each other to embody a process that is normally challenging to understand. New, smart scientific questions get asked and answered through experimentation using movement. There’s joy in this learning. And rigor. Shouldn’t these two always go together? If a dance or theatre professor co-taught this exercise, it might be presentable, but otherwise it’s not. Other examples of this type of learning include having students write haikus to gain experience expressing Newtonian physics in their own words, or scientific illustration to encourage close observation.
When the art is integral to the presentation of science, such as the theatre and design aspects of conference-style presentations or scientific presentations to a general audience, student presentations can be greatly improved with the help of some outside resources (acting for science videos – https://stemtosteamihe.wordpress.com/2013/05/11/act-like-you-mean-it/, Edward Tufte’s books – http://www.edwardtufte.com/tufte/).
Aside from scientific presentations, I’m not so sure that I like the use of creative projects as a way to express science learning or communicate science when some of the students lack an arts/design background. The students with formal artistic training can produce really great things, pieces that show rigor from both a scientific and artistic perspective. Those who don’t have that background tend to create pieces that are weak in both fields, suggesting that the science hasn’t been learned or explored sufficiently. Perhaps that’s because the challenge of creating real art is too great and therefore distracting. Creative assignments for those students may do them a real disservice. They could have spent that effort building science skills instead.
Those are my musings for today. Let me know if you think I should change my mind!
Science vs. Art (courtesy of the artist)
When I saw this poster, Science vs. Art (click on the image to expand), by Rosemary Mosco (http://www.rosemarymosco.com) I knew I needed to write about her work! Ms. Mosco is a field naturalist who creates charming, informative and funny comics, charts, posters and video games about nature.
Even if your students aren’t great artists like Ms. Mosco, they can probably make a comic, or illustrated poster or chart, about almost any STEM topic. Through the creative process, students will explore STEM ideas and concepts, in many cases work collaboratively, and express what they have learned. Their creations can also be shared with a general audience, advancing learning beyond the classroom. Ms. Mosco’s work can provide them with inspiration!
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!
Could you use graphic non-fiction to teach a STEM subject? Well, science cartoonist and Professor of Biology at Juniata College, Dr. Jay Hosler has done just that. Check out his blog at: http://www.jayhosler.com/jshblog/
The front page of his blog currently features some great student work from his Animal Behavior course. Almost any STEM story could be told through this art form, which can take a tone that ranges from whimsical to dark. Also, comics would be well-suited for group work as the conceptualization could be cooperative, and the drawing, inking, coloring, and writing could be delegated to different students.
As with other forms of STEAM, this work is certain to form right brain/left brain connections, and will surely result in more time-on-task. Be sure to check out Dr. Hosler’s own science comics and graphic novels on topics as varies as evolution and the history of science : http://www.jayhosler.com