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.
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.
Dirnberger, J. M, McCullagh, S., & Howick, T.
The Science Teacher, (2005), 72 (1), 38-42.
The mutually reinforcing integration of science and art is clearly seen in the journals and notebooks kept by creative thinkers and explorers since the time of Leonardo da Vinci. The Naturalist’s Journal is an effective tool for learning about nature and science and can be an effective teaching strategy.
Clary, R. (2016). The Science Teacher, 83(7), 33-38.
Many US national parks were established to preserve their unique geology or biology. Over the years, their often stunning flora, fauna, and topography have been celebrated in many forms of artistic expression. Here, Clary talks about the US National Park Service’s 100th anniversary.
The Science Teacher, January 2005
This fascinating interdisciplinary project combines satellite imagery with the technique of silk painting in batik. Students choose a Landsat image, enlarge the area of interest, and paint it onto silk. To assess the project, teachers can discuss both the content of what students portrayed in terms of scientific inquiry, observation, accuracy, and interpretation and the artistic style they employed in terms of painting technique, observation, and use of elements and principles of design.