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The Power of Art and Science

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  1. The Power of Art and Science Presented by: Deborah Stripling

  2. Digital Imaging

  3. Project Overview • The art classes will create artistic images using digital imaging technology.

  4. Artists and art educators have been fighting an up hill battle as they see art classes and art program canceled due to lack of funding around the country. Art engages the imagination and the intellect. It relies on pedagogical methods of experimental learning, inquiry-based learning and project-based learning. This is what the science classes strive for and combining both of these disciplines can only help increase student interest in science.

  5. Overview continued • The purpose of this project is to use digital imageryin the art classroom to stimulate interest in science. The students will be creating artistic images from scientific processes to display and enjoy.

  6. Chemograms Chemograms

  7. Adoption • It will be important to make this new idea of using art to teach science easy and fun to do for other teachers to buy into the program.

  8. S-Curve • How will we meet maximum penetration so this fusion of math and science becomes a common part of a school curriculum?

  9. S curve of technology adoption after school board adoption beginning of program

  10. Current Status • Implementation is slated for 2013 school year.

  11. Milestones • Art show • End of each semester • Make images • weekly • Introduce • Processes • weekly • Determine art classes for study

  12. Timeline for possible adoption • Start school 2012 • 1st semester • Creation of images • 2nd • Creation and display • Summer 2013 adoption by school board

  13. Looking Ahead • School Board members will be invited along with student, faculty and community to see the images created by the students in the science/art project and the end of the 2012/2013 school year.

  14. Looking Ahead • The project will be introduced to the school board during the summer of 2012for adoption in the 2012/2013school year. • All schools will be asked to participate in the digital photography art/science project in the 2014 school year with an end of the school year art show. • Possible risks factors are the amount of funding needed to supply all the schools in the district with training and equipment. These risks also include the cooperation and ability of the involved faculty.

  15. School Board Dependencies and Resources • Equipment • Display • Adoption • Funding • Students and Faculty

  16. Reaching maximum adoption levels (Rogers, 2003) • To reach maximum adoption the program must be first introduced to teachers that volunteer to participate. • As time passes and the teachers become excited about the process it can be introduced by those teachers that were early participators.

  17. A Cenralized system Approach • The inclusion if digital photography into the various school curriculums will be controlled by the district and administration.

  18. Centralized approach • The administrators will maintain proper training of school personnel involved in the program which will be supervised through the district and school board..

  19. Key agents • The art teachers are going to be an integral part of the success of the program. Once they come on board they will bring other teachers into the program.

  20. Needs • Darpa (2010) feels that the steady decline in students going into science majors is affecting the security of our country. I f teachers can instill an interest in science in the high school years then more students may choose science as an option later on.

  21. Meeting those Needs • The project will be introducing science concepts such as light , polarization of light, chemical reactions, and many others. • The students will create art with digital technology that they will feel pride in and hopefully increase their interest in science.

  22. References • Breiner, J. M., Johnson, C. C., Harkness, S., & Koehler, C. M. (2012). What Is STEM? A Discussion About Conceptions of STEM in Education and Partnerships. School Science & Mathematics, 112(1), 3-11. doi:10.1111/j.1949-8594.2011.00109.x • Cavanaugh T., (2010).UniserveScience. Using Digital Photography in the Science Classroom. Retrieved from • http://sydney.edu.au/science/uniserve_science/ • school/digitphoto/index.html

  23. COSTANTINO, T., KELLAM, N., CRAMOND, B., & CROWDER, I. (2010). An Interdisciplinary Design Studio: How Can Art and Engineering Collaborate to Increase Students' Creativity?. Art Education, 63(2), 49-53. • Hassan, G. (2011). Students' Views of Science: A Comparison between Tertiary and Secondary School • Students. Science Educator, 20(2), 54-61.

  24. References cont'd • MARSHALL, J., & D'ADAMO, K. (2011). Art Practice as Research in the Classroom: A New Paradigm in Art Education. Art Education, 64(5), 12-18. • Nusca, A. (2010) DARPA: ‘Significant decline’ in U.S. science, tech degrees ‘harming national security’. Retrieced February 3 2012 from http://www.smartplanet.com/blog/smart-takes/darpa-8216significant-decline-in-us-science-tech-degrees-8216harming-national-security/3412