Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken.

Lesson Plans


Science and art

[ Thread ][ Subject ][ Author ][ Date ]
William Chandler (chandleb)
Fri, 6 Sep 1996 11:56:28 -0500


For Sandra Eckert
I saw your notitce concerning interdisciplinary teaching. It sounds like
you have a good thing going. I am impressed by your initiative at
collaboration with the Biology person.
I and a colleague have been working in the realm of interdisciplinary
studies here at U WI - Whitewater. One thing that we have come upon is
that we can effect "across the curriculum" connections when we consider the
commonplaces of thinking that exist between those seeming diverse academic
discipline. We suggest that art and science come together in acts of
Perception, Interpretation, and Narration. While the first two are common
terms let me suggest that by narration we mean all of the possible methods
and media that can be used to report our perceptions and interpretations.
You have really caught upon the idea of Perception in your examples of Sept
5. You have also suggested a variety of types (genre) for narrative
productions; scientific illustration and abstraction. What might be a
consideration is to consider how a scientist uses other graphic forms to
"speak" about findings. In essence how is a bar graph like a drawing, and
vice versa.

A question that we are working with is how does interpretation grow from
perception. What is there that makes some Perceptions more "important",
memorable, worth interpreting.

We are also interested in how concrete and abstract are conceived and
defined. When working with a group of practicing teachers this summer, we
were engaged in questions of what makes us think that abstract and concrete
exist in the areas of art and science. What is abstract? What is
concrete? Interestingly our art teachers thought some narrations in
science were very abstract (hard to understand). But, the science teachers
did not hold this view. They saw a graph and thought that it was very easy
to "picture". The opposite also was revealed about the ideas when
approached from the opposite direction. Have you had experience with this
in your teaching? How have you set up the experiences with students to
suggest that the narrative (product) can reside in either domain of art or
science. Any thoughts are welcome. Have fun!!!

bill chandler <chandleb>