By: Caroline Knef
The modern world offers an advantage to learning in the forms of art and science communication compared to past societies in which these two educational spheres were considered deeply segregated. Learning of the sciences has shifted from a strictly formal style to a more diverse and informal experience; the public now has the opportunity to gain new scientific knowledge by means of television, magazines, newspapers, museums, artistic creations and other media outlets. In particular, artistic expression has become a dynamic means of scientific communication, and although it is similar to other forms of educational media, the fusion of art and science offers a unique experience that is unlike any other.
Television is one of the most popular and widely used means of scientific communication for the modern world. The number of reports in regard to human health and other science related topics have steadily increased and have proven to be effective in creating lasting impressions and influencing daily behaviors of intended audiences (Miller, Augenbraun et al. 2006). However, this form of communication is often met with a great deal of criticism in that the information shown often does not make sense to the viewers’ vocabulary and as a result, the information is not properly interpreted or retained (Miller, Augenbraun et al. 2006). Overall, television may be a comfortable and easy way to discover new scientific information, but it does not leave a lasting impression in the way that art offers.
Another form of science communication is a visit to a science museum. These institutions relate to the creation of art in that in order to take full advantage of the experience, an individual must be willing to engage and apply his or her ideas to the learning material (Griffin 1998). This outlet provides a hands-on experience, but it does not offer reach the level of personal contribution and individualism that art programs have to offer. Often times, a teacher or guide must provide a specific framework or strategy in the hopes of engaging visitors to recognize themes and understand scientific exhibitions (Griffin 1998). A museum can be an interesting and inspiring learning experience as long as an individual possesses self-motivation to engage and a stimulation of creativity.
Personally, I would argue that art is the most effective means of scientific learning and expression, especially at the college level. Students have elected to dedicate their time to the subject and therefore they are willing to create and explore new possibilities and styles. It is becoming increasing popular for individuals to work outside operations of traditional learning styles by collaborating artistic inspirations within complicated scientific concepts (Wilson 2002). I feel that my art allowed me to uncover deeper levels of understanding when learning about different insects, as well as allowing me to create a unique experience with the outside world. It was also exciting to be inspired by other insects and members of the Labudio. Overall, this program was an invigorating experience that was unlike any I have experienced before which helped me retain more scientific information and artistic styles.
This art and science fusion class allowed for hands-on experience that stimulated my creativity and passion to learn more about entomology. Ultimately, I feel that this is the most effective form of science communication I have yet encountered.
Sources:
Griffin, J. (1998). “Learning science through practical experiences in museums.” International Journal of Science Education 20(6): 655-663.
Miller, J. D., et al. (2006). “Adult science learning from local television newscasts.” Science Communication 28(2): 216-242.
Wilson, Stephen. Information Arts: Intersections of Art, Science, and Technology. Cambridge, MA: MIT, 2002. Print.
http://thefinchandpea.com/2013/02/20/the-art-of-science-the-shimmering-insects-of-jennifer-angus/ (picture)
UC Davis Art-Science Fusion: Painting & Entomology 