Science

1
Science Art

• Where are the Crossing Points?

2
Basic Processes Are Alike
3
Scientific Process Artistic
ProcessRequires Requires

• Close observation
• Seeing patterns
• Careful lab habits
• Seeking and seeing new frames of reference
• Reflection on possibilities and results

• Close observation
• Seeing patterns
• Careful workmanship
• Seeking and seeing new frames of reference
• Reflection on possibilities and results

4
Standards and Elements Intersect

• Scientists use the creative thinking that the
  arts nurture
• Art uses science knowledge
• Examples include
• Light color theory
• Chemistry in clay and glazes
• Chemistry in paint pigment and binders

5
Grade 3 Example

• Science GPS
• Organisms have habitats

• Art Standards/Elements
• Artwork reflecting a range of concepts ideas,
  subject matter
• Formal qualities of art
• Media and technique
• Artist as researcher

Observational paintings of landscapes (landforms)
of habitats found in Georgia research and
include appropriate plants and animals for the
habitat selected research could be done in
science class prior to art class paintings taken
back to classroom to write about in science class
6
Grade 4 Example

• Science GPS
• Nature of Light

• Art Standards
• Understands and applies media, techniques, and
  processes

Watercolor Painting transparent, translucent and
opaque paint media how watercolorists use the
transparency of the medium to create tints of
colors color wheel and pigment based color
theory compared and contrasted to the spectrum
seen with a prism
7
Transparent? Translucent? Opaque? Why?
8
Grade 5 Example

• Science GPS
• Classify organisms

• Art Standards
• Reflects on and assesses characteristic and
  merits of artwork
• Critical thinking skills and perceptual awareness
  necessary to understand and produce art

Classify different styles of art relate the
process to scientific classification of
organisms.
9
True Integration Keeps The Validity of Both
Disciplines

• But adds power to learning in both
• Art validates science
• Science enhances art

10
How can it work?

• Pre-teaching (before)
• Concurrent teaching
• Reinforcement (after)

11
Pre-Teaching

• 4th Grade Survival or Extinction of Organisms
• Clay Sculpture Unit Invent, plan sculpt a
  creature with all adaptive features needed to
  survive in selected habitat
• Take to science class to create habitat in which
  it will live and
• Write how each adaptive feature helps creature
  survive

12
Concurrent Teaching

• 5th Grade Science Physical and chemical changes
• Clay Unit stages of clay
• Plastic malleable
• Bone Dry physical change
• water evaporated
• dissolves in water
• can reprocess to plastic
• Fired chemical change
• will not dissolve in water
• permanent chemical change
• In art or science do an experiment with bone dry
  and bisqued clay to observe the above write up
  in experiment form

13
Concurrent Teaching

• 4th Grade Science
• weather patterns and measurement severe weather
  research paper
• Computer Art Unit
• create computer art image, based on research, as
  cover for severe weather report
• Place appropriately altered self-portrait into
  severe weather event

14
Severe Weather / Computer Art Units
15
Reinforcement

• 3rd Grade Rocks and Soils
• Art Natural Pigment Paintings
• Minerals as pigments in paint and other art
  materials
• Show minerals and other pigment in natural form,
  as pigment, as paint

16
Natural Pigments From Rocks Minerals
17
How to make it happen?

• Classroom and art teacher review science GPS and
  Art QCC or local art curriculum
• Identify natural crossing points
• Look at year-long pacing/units and plan for
  pre-teaching, concurrent teaching or
  reinforcement of
• Art in science and
• Science in art
• Identify common vocabulary and non-common but
  related vocabulary to stress in both classes

18
Why do it?

• Motivated Learners
• Personal Meaning
• Deep, lasting learning

19

• Prepared by
• Denise Jennings
• Coordinator of Art Drama Education
• Fulton County Schools
• jennings_at_fultonschools.org
• With thanks to
• Fulton County Art Teachers
• Marylou Andrews
• Kacey Ciprari-Murphy
• Stephanie Menke
• Nancy Reed