When Art, Science and Technology Interact (original) (raw)
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Useful Symbiosis: Science, Technology, Art and Art Education
Art and science and the interactive forces that often pull them together and at times ultimately separate them is the central theme of Useful Symbiosis: Science, Technology, Art & Art Education. While aiming to ignite a productive debate on the overlapping tendencies of arts and the exact natural sciences, the book also seeks to address the educational dimension of these intersections. In their quest to define the relationships between visual arts and sciences and their technical applications, the authors of the book, among whom are also art historians, artists, scientists and pedagogues, believed it beneficial to first analyse the concept of the scientific approach without any preconceptions, and to demonstrate its advantages and limitations. Adopting the same approach to the issue of arts, the authors succeeded in offering extended understanding of the two realms of human culture. Numerous examples of ‘useful symbioses’ that follow the theoretical part of the book help further support their claim that science sometimes ‘does art’, and art can sometimes ‘do science’, and sometimes the borders between art and science disappear altogether.
From science in art to the art of teaching science
Students, but teachers as well, are mostly unconscious of the connection between science and art or humanist sciences, as a result of the differences between these, sometimes even due to the completely different styles in which the subjects are approached. On the other hand, we can observe that contemporary artists do not only utilize edge technology in their creations, but are also inspired by science and even illustrate scientific principles in their artworks. But if art is inspired and is becoming more and more tied to science, couldn't science be taught starting from art? An inter-and trans-disciplinary approach of science isn't easy to achieve, but if the necessary means are found, this approach could lead to the rise in student's interest towards these disciplines, to the growth of creativity in these fields and last but not least, to a learning experience that involves all the senses. In this study we analyze the way teachers integrate different artistic or human science specific resources in the teaching-learning-evaluation process of subjects from the Mathematics and Sciences curricular area. Differences that arise due to the teaching experience, educational environment or multi-disciplinary training, but also the common interest towards the art-andscience teaching activities and the willingness to participate in educational training programs are emphasized. Such objectives can be achieved by initiating projects based on the European Structural Funds.
"The need for a convergence of the visual arts and the natural sciences within the framework of both formal (schools, universities) and non -formal education (museum) at the level of dissemination and popularization of this knowledge is something that has preoccupied the communities of artists, scientists and educators. The educational program ‘Science, Art and Technology’ of the Art Institute of Chicago from the point of view of the visual arts and the special edition of the Physics Education journal (2004) from the point of view of the natural sciences, are typical examples of the fruitful reflexion prevalent among these communities. Furthermore, within the frame-work of teacher training mainly for pre-school as well as for primary school education there manifests itself the need for an interdisciplinary approach of certain issues linked to both natural sciences and visual arts. Such an issue is, for example, the teaching approach on the notions of ‘light’ and ‘colour’. In the present work we aim to present certain positions with regard to the historical, philosophical and didactical dimensions of the problem of popularizing and teaching the relation between the visual arts and the natural sciences. More precisely, we intent to show the existence of this relation throughout history and within the society by ref-erence to certain typical examples of how scientific ideas about nature and the propa-gation of light influenced the practices of the neo-impressionists or the early abstract painters in relation to the use of colour or the way the visual arts aid in the representa-tion of scientific objects and/or ideas. At the epistemological level, we are going to put forth the idea that the relation between the visual arts and the natural sciences is a relation of meeting, controversy or even conflict but definitely not a relation of confu-sion or fusion. Furthermore, at the didactical level we aim to touch upon the populari-zation and the teaching of the relation between the visual arts and the natural sciences as a problem of the didactic transformation of knowledge and reference practices and not as a clearly pedagogical construct. Finally, based on our aforementioned positions, we intent to present examples of teaching the relation between the visual arts and the natural sciences within the Greek framework. "
COMBINING TECHNOLOGY, SCIENCE AND ART IN THE CLASSROOM
The impact of combining technology, science, and art in the classroom on changing student attitudes was investigated in this paper. Teaching as an art highlights how a teacher can convey material in unique ways to make it pleasant and fascinating for pupils. Games, "hands-on" exercises, and movies related to the themes being discussed are some examples. For example, during the inaugural class, there was a "getting to know each other" activity. It allows kids to feel more at ease in the educational environment. To be an instructor in science, on the other hand, you must understand the teaching strategy. It successfully becomes a teacher by combining knowledge from an educational programme, behaviour, theory, brain science, and various places.
Art and Science: Inter-Relation: Reality Not Myth
This paper explains that no science is without art and no art is without science and there is real link between them and it is not a mere fancy, conjecture or surmise. Every study is of some knowledge and every study has its own aesthetic sense. To find it or not is a different thing but this interlink is always there, however remote or minute it may be. The reason is that it is the balance or moderation that brings stability, solidarity and sustainability and the whole beauty also lies in this balance.The questions by the use of what, why, where, when and how are all interrogatories to find the reality which exists and all that exists speaks of the one whose laws are working in them. In other words, the spirit in everything is the command of the Creator of all by whatever name we may call him and all hearts are attracted towards him when this reality is found. Quartz pulsates. It's a mineral. Our hair exhales and inhales. There is science, there is art. The thing needed is to reflect upon, to use the faculties with which we are endowed by our Creator. This use when systematic and organized is termed scientific and when other than this is called an art.
“Art, Science and Technology in an Expanded Field”
Leonardo, 1993
The author suggests that new concepts in twentieth-century science not only provide commonalities between the arts, sciences and humanities, they also point to the emergence of a new philosophy of nature with some promising political, sociological and technological implications. These developments demand a thorough-going ethical practise and a fundamental reformulation of accepted notions of creativity, consciousness and natural and social organization. Outlining key concepts and discoveries in twentieth-century science and philosophy, the author draws attention to the existence of a strong organismic or process tradition in Western culture that is re-emerging in various fields of the physical, biological and social sciences. The author asserts that such a change in science and technology will have global ramifications for humans and that it is the amplification of these insights to which artists should turn their attention.
ON THE RELATIONASHIP BETWEEN ART AND SCIENCE: INTRODUCTIVE OBSERVATIONS
nodes, 2015
What’s the nature of the relationship between art and science? What do art and science share? In what do they disagree? This paper aims to represent a synthetic introduction to the difficult issue of the relationship between art and science. This debated problem is here examined through the concept of experimentalism, from the perspective suggested by the Eventualist Theory. In its conclusion, this paper presents a few interpretations that can be used as a point of departure for further analysis.