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Science _ Art

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					       Science & Art
Where are the Crossing Points?
Basic Processes Are Alike
Scientific Process         Artistic Process
Requires:                  Requires :

• Close observation    • Close observation
• Seeing patterns      • Seeing patterns
• Careful lab habits   • Careful workmanship
• Seeking and seeing   • Seeking and seeing
  new frames of          new frames of
  reference              reference
• Reflection on        • Reflection on
  possibilities and      possibilities and
  results                results
    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
                  Grade 3 Example
Science GPS:                            Art Standards/Elements:
• Organisms have habitats               • 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
            Grade 4 Example
Science GPS:                Art Standards:
• Nature of Light           • 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
Transparent? Translucent? Opaque? Why?
              Grade 5 Example
Science GPS:                   Art Standards:
• Classify organisms           • 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.
True Integration Keeps The Validity
         of Both Disciplines

 But adds power to learning in both

       Art validates science
       Science enhances art
           How can it work?
• Pre-teaching (before)
• Concurrent teaching
• Reinforcement (after)
                  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
           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”
         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
Severe Weather / Computer Art Units
                  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
Natural Pigments From
  Rocks & Minerals
       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
               Why do it?
• Motivated Learners
• Personal Meaning
• Deep, lasting learning
           Prepared by:

          Denise Jennings
Coordinator of Art & Drama Education
       Fulton County Schools
    jennings@fultonschools.org

          With thanks to:

    Fulton County Art Teachers
         Marylou Andrews
      Kacey Ciprari-Murphy
         Stephanie Menke
           Nancy Reed

				
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