Interdisciplinary Crossover and Collaboration
Report prepared for the Office of the Secretary
by the Office of Policy and Analysis
Terry, M. (2005)
The Science Teacher, 72, 22-25
Students are introduced to pre-Darwinian biological thought via 17th-century paintings.
Ochterski, J. & Lupacchino-Gilson, L. (2016)
The Science Teacher, 83, 39-45
Beginning a STEAM collaboration between art and chemistry students.
Hall, M. (2005). The Science Teacher, Vol. 72, Issue 1, 26-29
Students develop confidence in science during two art-based biology projects.
Yasso, W. E. (1991). Science Activities, 28, 10-13
Sometimes the artistic representation can provide instrinsic motivation for our study. Therefore, it is my thesis that various forms of art allow the teacher to have students of all ages explore science in a greatly enriched environment.
Danah Henriksen (2014) The STEAM Journal Vol. 1, Issue 2
This article emphasizes the value of creativity and arts-based learning in the sciences (STEAM education), using one example from a recent research study of creative and effective classroom teachers. The future of innovative thinking in STEM disciplines relies on breaking down the distinction between disciplines traditionally seen as “creative” like the arts or music, and STEM disciplines traditionally seen as more rigid or logical-mathematical (Catterall, 2002). The most exceptional thinkers in fields like science or math are also highly creative individuals who are deeply influenced by an interest in, and knowledge of, music, the arts and similar areas (Caper, 1996; Root-Bernstein, 2003; Dail, 2013; Eger, 2013). In light of this, STEAM must become an essential paradigm for creative and artistically infused teaching and learning in the sciences. I recently conducted a study of creative teaching practices among highly effective teachers (winners/finalists of the National Teacher of the Year program). This article looks at a single case drawn from this study, and considers the arts-based science teaching/learning employed by one of these teachers, Michael Geisen, the 2008 National Teacher of the Year award winner, and a middle school science teacher.
Flores, M. (2005). The Science Teacher, 72, 48-51
Flores, a high school chemistry teacher, describes art-related science activities. Curriculum integration of art and science makes the connection not only between the disciplines but also between students and the concepts of science.
The Art of Science Learning is a National Science Foundation-funded initiative that uses the arts to spark creativity in science education and the development of an innovative 21st Century STEM workforce.
The initiative is built on more than 15 years of work by Harvey Seifter and colleagues, exploring the impact of artistic skills, processes and experiences on learning and the innovation process.
Andres Ramirez Gaviria
Leonardo, Volume 41 (5), 479-482, October 2008
This paper initially examines the differences between functional and aesthetic forms of visualization for information visualization. The author then shows such a dual categorization to be ineffective as a critical scheme for evaluating artwork that utilizes comparable visualization techniques. Adopting Joline Blais and Jon Ippolito’s classification of artistic production, the author argues for the use of “genre art” and “research art” as more suitable criteria for the analysis and assessment of such artwork.