Communicating Science with the Creative and Performing Arts Siân Owen Science Communication Unit.

Communicating Science with the Creative and Performing Arts

Siân OwenScience Communication Unit


Classroom Activities Picturing Physics

Attitudes towards Science and Art Project Impact

Science Journeys Summary

Overview

Communicating Science with the Creative and Performing Arts Science-Art Crossover

Science inspiration to Artists Creativity Communicating through Creative and Performing Arts

Funding Bodies NESTA, National Endowment for Science, Technology and the

Arts Wellcome Trust; PULSE Research Councils

My PhD: Introduction Does the way we in which we teach Physics

determine how students feel about the subject? Investigating the processes of teaching and

communicating Physics with the Creative and Performing Arts

Types of Activity

Teaching

Organisation

Outreach

Classroom ActivitiesI really like or I quite like

I neither like nor dislike

I don’t like much or I really dislike

Aims To entertain, inform and enthuse young people (Year 8 students) about forces,

particles and electricity

To provide coverage and enrichment of the appropriate parts of KS3 of the National Curriculum

To encourage schoolchildren and their teachers to explore new ways of presenting scientific material

To encourage collaboration between science and art teachers within schools

Walker Art Gallery Visit Conrad Shawcross – The Steady States

“Conrad Shawcross marries art and physics in his giant, loopy works”

The Observer

“one man pottering in a shed can daily demonstrate the eternal laws of the

infinite universe”

Guardian

Workshop Exhibition and Awards Evening

Picturing Physics Art Work

99 Participants

4 Schools

Students Attitudes towards Science and Art Before Taking Part in the Project

How do you feel about Science?

0

20

40

60

80

100

I really like it I quite like it I neither likeit nor dislike

it

I don't like itmuch

I reallydislike it

Perc

en

tag

e

Science

60% Like Science

24% Neither like nor dislike . Science

16% Dislike Science

Art

89% Like Art

7% Neither like nor dislike Art

4% Dislike Art

How do you feel about Art?

0

20

40

60

80

100

I really like it I quite like it I neither likeit nor dislike

it

I don't like itmuch

I reallydislike it

Perc

en

tag

e

Attitudes Towards the Project

Innovative 5

Too many questionnaires 3

O.K. 3

Team work 3

Better than school 2

Boring at times 2

Positive Comment 4

Inspiring 2

Art Work 2

Art and Science 2

Fun 37

Interesting 25

Exciting 19

Different 13

Educational 13

Good 7

Enjoyable 7

Creative 7

Superlative 6

Funny 5

Please write down three words or sentences that describe the project for you.

To help you learn science or understand it better, how useful do you think it was to take

part in the project?

0

20

40

60

80

100

Very useful Useful Fairly Useful Useless

Pe

rce

nta

ge

Students’ Comments

“It brought science to life” (Female)

“I was able to learn for myself in a fun way” (Female)

“It is like seeing science” (Female)

“It was more arty than science” (Male)

“I already new about science that we used for the project” (Female)

76% Very Useful or Useful

24% Fairly Useful or Useless

Student Learning

Impact

Science

85% Much more or more interesting

14% Neither more interesting nor . more boring

2% Much more or more boring

I feel that combining Science and Art made Science

0

20

40

60

80

100

Much moreinteresting

More interesting Neither moreinteresting normore boring

More boring Much moreboring

Per

cent

age

I feel that combining Science and Art made Art

0

20

40

60

80

100


More interesting Neither moreinteresting normore boring


Per

cent

age

Art




Positive Change in AttitudeNo Sub Group

15 Fun

9 Enjoy art subject

7 Effective learning technique

7 Different

4 Hands on

2 None traditional

2 Fun whilst learning

2 Making and drawing

2 Different perspective

2 Like both subjects

2 A lot to do

1 Involvement

1 Creative

1 Colourful

“it has definitely made me see science in a different point of view” (female)

Effective

Enjoyable

Engaging

Different

No change in AttitudeNo Sub Group

1 Fun

1 One off

1 Different


1 Dislike art

Teachers’ Comments Stimulated interest in Physics/Science with class

Saw class in different environment/class setting

Built stronger relationship with class

Fun for staff and pupils

Increased science understanding

Produced interesting art works

Shown scientific ideas in different ways

Drawbacks Time consuming Cost Hard to coordinate Science/Art lessons Time off timetable for gallery visit Time dedicated to project after school

Science JourneysCommunicating Science with Drama

“we can express how we feel about science and show each other what we know” (Male)

“It is something different after all” (Female)

“you get to see how and why things work” (Male)

“drama makes things easier to understand” (Female)

“Not just riting” (Male)

I feel that combining drama and science made science

0

20

40

60

80

100


Moreinteresting

Neither moreinterestingnor more

boring


Perc

en

tag

e

Science




N Sub group

58 Fun

20 Fun whilst learning

20 No written work

19 Active


12 Involvement

9 Visual

9 Different

9 Enjoy drama

8 Not teacher-centred

6 Attention

4 Interaction

3 Remember

3 Like both subjects

2 A lot to do

2 Allowed to talk

Positive Change in Attitude

Engaging

Effective

Enjoyable

Engaging

Different

No Sub group

3 Like science before

3 Science in workshop too easy

2 Science too difficult in general

1 Don’t like either subject

1 Ineffective learning technique

No Sub group

1 Science in workshop too easy

1 Nothing in common

2 Ineffective learning technique

1 Immature

No Change in Attitude

Negative Change in Attitude


Effective

Enjoyable

Engaging

Different

Siân OwenScience Communication Unit

[email protected]

Communicating Science with the Creative and Performing Arts Siân Owen Science Communication Unit.

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