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S.T.E.A.M.ing up the classroom
 

S.T.E.A.M.ing up the classroom

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for Salem State University professional development and the 2013 Teachers' Institute

for Salem State University professional development and the 2013 Teachers' Institute

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  • Assuming familiar with STEM. Ask how many people are familiar with the concept of STEAM.Refer back to discussion of Arts Integration – can insert Arts Integration slide again (next slide) or can delete it.
  • The fact is artists and scientists are more alike than typically portrayed. Both share an irresistible drive to describe and interpret our experiences, motivated frequently by, as van't Hoff put it, “the pursuit of an idea which exists only in the mind…and represents the result of imagination" [5].
  • Learning through, with, and about the arts-examplesLooking closely at objects in order to ask questions, test hypotheses and examine ideas; this is not unlike scientific inquiry
  • Villin: four twisting steel structure; each represents a snapshot of a protein as it contors from open chain to native fold. Worked closely with an artists Julian Voss-Andrae who had used this technique as a foundation for sevearl of his sculptures included as 12 foot tall human antibody commissioned for the Scripps Research InstituteIntroduction to Research class for year one and two undergrads in the Science Research Fellows ProgramGoal: emphasize the importance of imagination and metaphor in understanding and communicating modern science-crash course protein structure -visits to intro to sculpture course students were able to learn fundamental concepts of technique and design and how to critique visual artLater the students and faculty teamed up with a professional artist to create a sculpture inspired by protein folding researchStudents built wooden maquets and used software to aid in visualizing their ideas. Discussions focused on installation, lighting, whether or not to slice symbols into the steel beams, and the use of color. At the end the stuednts presented the work to their peers using metaphors they developed to convey the enormous differences in physical and temporal scale – helping to make the art, and the science, more meaningful
  • OutcomesAsk questions: How do scientists know the angles in a protein?Encourages discussion in biochemistry on protein structure and dynamicsAs it is a work of art it resists sraightforward analysis given to physical models found in classrooms. Look closely at the structure, encourages further scientific inquiryFor the students who created the piece: the experience of doing so was a tactile one that put to touch ideas that are only expressed intellectually
  • http://news.artnc.org/2013/05/24/change-the-way-kids-see-art-and-math/
  • http://news.artnc.org/2013/05/24/change-the-way-kids-see-art-and-math/
  • I went to ArtNC to look for project ideas and was inspired by the lesson plan Constructing Circles. I modified the 7th grade lesson to fit my 4th grade Art class and added the study of color theory. The students painted their circles, mixing their own secondary and tertiary colors. I focused specifically on the relationship of cool and hot colors to each other. I further emphasized the contrast by having the students look at their artwork with their own 3D glasses!
  • It was so rewarding to hear them exclaim their amazement. Now they understand that the artist Frank Stella used math and art principles to make his masterpieces. As a student walked out wearing his 3D glasses, he said, “this was the best project ever!”Watch this video to see how other students responded to the lesson and what they learned about art and math.
  • Add in parallel series of questions for art teachersBreak into groups by discipline
  • Insert table of some key science and art concepts – easy bridges, with room for creative brainstorming – do not feel confined to visual art, any arts ok!
  • Camille SeamanPerspective, scale, compositionIce caps melting/ConservationHabitat, weatherFormation of ice crystalsWhat would you ask about it in a science classroom? In an art classroom? (same/different?)
  • Ice on the crust of the moon Europa (Jupiter)(Science image, taken from Invisible Worlds: Exploring the Unseen, Piers Bizony)What would you ask about it in a science classroom? In an art classroom? (same/different?)
  • Other approaches to thinking about this work holistically

S.T.E.A.M.ing up the classroom S.T.E.A.M.ing up the classroom Presentation Transcript

  • S.T.E.A.M.ing up the classroom Gavin Andrews Emily Scheinberg Meg Winikates
  • S.T.E.M. into S.T.E.A.M. Science Technology Engineering Art & Design Mathematics
  • Logic will get you from A to B. Imagination will take you everywhere. Albert Einstein
  • Arts Integration Instruction that integrates content and skills from the arts with other core subjects to increase knowledge in both areas
  • STEAM and Arts Integration “...STEAM pedagogy integrates a broad range of learning methods and learning ecologies from the empirical studies in the science lab, constructive critique in the design studio and creative discoveries in informal learning settings. Creativity and rigor are rewarded.” Pamela Jennings, PhD Program Director, NSF
  • Art, Science & the Inquiry Process  What do you see?  What evidence supports what you see?  What details do you notice?  What does it remind you of?  What else do you notice?
  • Massachusetts Department of Education
  • Students transformed atomic coordinates into remarkably accurate three-dimensional steel sculptures (right, Gurnon D, Voss-Andreae J, Stanley J (2013) Integrating Art and Science in Undergraduate Education. PLoS Biol 11(2): e1001491. doi:10.1371/journal.pbio.1001491 http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.1001491 Molecular model rendered with UCSF Chimera Steel sculpture approximately 1 m in height). Villin
  • Undergraduates helped design and fabricate steel protein sculptures using published scientific data. Gurnon D, Voss-Andreae J, Stanley J (2013) Integrating Art and Science in Undergraduate Education. PLoS Biol 11(2): e1001491. doi:10.1371/journal.pbio.1001491 http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.1001491 Villin
  • Each component of the sculpture represents a snapshot of a protein as it contorts from open chain (red) to native fold (gray). Gurnon D, Voss-Andreae J, Stanley J (2013) Integrating Art and Science in Undergraduate Education. PLoS Biol 11(2): e1001491. doi:10.1371/journal.pbio.1001491 http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.1001491 Villin
  • Protractor Series, Frank Stella
  • Protractor Series, Frank Stella
  • Protractor Series, Frank Stella
  • North Carolina Standards Correlations  Math: 7.G.2, 7.G.4  Visual Arts: 7.V.3.1, 7.CX.2.2, 7.CR.1.1 Student Learning Objectives  Students will demonstrate their knowledge of parts of circles and their relationships.  Students will use appropriate tools to construct circles of given dimension.  Students will find the circumference and area of the circles they construct.  Students will analyze a work of art.  Students will plan and create original works of art using the concentric circles. Constructing Circles Lesson Plan
  • Constructing Circles Lesson Plan
  • Constructing Circles Lesson Plan
  • Brainstorming: Subject and Specialty  What concepts do your students struggle with?  What concepts would you like to approach in a different way?  What artistic disciplines might help you explore those concepts?  What materials or processes offer easy bridges?  What concepts would you like to approach in a different way?  What subject areas might help you explore those concepts?
  • Science and Art Concepts by Grade Nathalie Miebach, basketry visualizing weather data from the Gulf of Maine Grade Science/Math Concept Visual Art Concept K-2 Measurement and comparison Properties of different art supplies 3-5 Fractions Scale 6-8 Expressing facts and processes visually Sculpture and modeling 9-12 Circles: ID radius, angles, chords, and relationships Architecture
  • http://www.ted.com/talks/camille_seaman_haunting_photos_of_ice.html
  • One way of thinking about this process of guided close looking Observing -- creative thinking requires paying careful attention to what we see, hear, feel, etc. Our ability to observe needs to be trained and practiced. Imaging allows us to process our observations with our imagination, allowing us to create other possibilities. Abstracting is an essential process in making meaning of our world and in communicating with one another. The physicist Werner Heisenberg (1901–1976) described the process as, "singling out one feature [of an object] which is considered [by the viewer] to be particularly important." Adapted from the Philadelphia Museum of Art's "Thinking Tools for Innovators" lesson series
  • PEM’s Art & Nature Center  Mission: • Highlight how nature is fundamental to human existence, art and culture. • Explore interplay of elements that give rise to “a sense of place”. • Foster a deepened sense of appreciation for the environment and connections between nature and art.
  • How do we do that?  Interactive  Interdisciplinary  Intergenerational  Ongoing exhibits (natural history and culture)  Changing exhibitions (contemporary art)
  • Beyond Human: Artist-Animal Collaborations  Opens October 19, 2013  Features 28 artworks by 17 contemporary artists creating artwork with live animals. Programmed Hive #7 by Hilary Berseth with honey bees Once Upon a Time video by Corinna Schnitt with domestic animals
  • MaryJo McConnell & the Vogelkop Bowerbirds
  • Julia Oldham & Insect Dance  http://www.juliaoldham.com/videos/spiders _and_insects.htm Photograph from the set of Churr Churr Ziz Ziz Ziz 2009
  • Ice Painting! States of Matter & Transitions  Material Properties (oil vs water)  Friction  Color Mixing  Abstraction
  • Last Thoughts  Next steps: Technology and Innovation working group