[I should work on this page some more to clean it up. For now, I’m just trying to make sure that I have some resources for Science and Arts integration piled up here. This was prompted by some work I did recently with San Juan School District.]

For follow-up conversations or other resources, please contact me:
Adam Johnston, Weber State University

ajohnston@weber.edu, 801.626.7711
physics.weber.edu/johnston

Follow up resources to workshops/activities:

• Making meaning: Words
  How do we construct and create ideas? How are there parallels in science and language?
  • We used Taylor Mali’s poetry for this activity. His mission and work can be found at TaylorMali.com.
  • Another version of this activity could be to look at scientific evidence through pictures. One example is “Tricky Tracks,” which can be found at: http://fossilfinder.coe.uga.edu/teachers-zone/curriculum/tricky-tracks/
• Observation: Bubbles
  Where do observations come from and what do we make of them? How do we foster observation as both scientists and artists?
  • I’ve written up an example of how I use this activity: https://firstdrafts.net/physicalscience/bubbles/, and
  • I try to make sense of how we are human in all endeavors of science and art; for example: http://firstdrafts.net/making-science/
• Movement and Space: Paper
  How does moving with paper give us a sense for nature, expression, design, engineering? What does the experience add?
  • My work with Erik Stern and Dance|Science Fest has produced lots of science and artistry: https://dancesciencefest.org
  • In particular, you might look at this prompt and video: https://dancesciencefest.org/prompts/paper/
• Timing and Communication: Pendulums
  How do we keep track of and express time? Where are the complements of art and science in the analysis of a pendulum’s motion?
  • This is also done in the Dance|Science Fest work found here: https://dancesciencefest.org
  • And, in particular, there’s some examples here: https://dancesciencefest.org/prompts/patterns/
• Conclusion and Debrief:
  Compare “engineering” with “choreographing.” How do arts and sciences parallel? Contrast? Where is integration appropriate, and how?
  • This is something we fret and think about a lot in Dance|Science workshops: https://dancesciencefest.org/workshops/, and
  • It’s something that I grapple with quite a bit in writing about learning more generally: http://firstdrafts.net