The Liz Lerman Dance Exchange, in partnership with several universities and a science advisory committee of distinguished international researchers in physics and astronomy, is producing "The Matter of Origins," a two-part experimental program that engages the public in explorations of the nature of beginnings and the physics of the origin of matter. Act I takes place in a theater where audiences will experience a dance performance illuminated by video and a vivid soundscape. Act II takes place in an adjacent space where audiences, who will be seated with scientists, historians, philosophers, and religious leaders, can participate in facilitated dialogue about the nature of origins in an immersive environment that incorporates dance, projected images, and provocative questions. The program will be implemented around the country, initially at four universities, with possible expansion to additional venues. The goals of this EAGER project are (1) to develop an innovative model for using dance, digital media, and structured dialogue to attract and engage public audiences in science content and processes and (2) to explore how artistic practices may have broader applications with respect to science learning and research. The intention is to explore how science can be represented in the art and in the experience and not simply interpreted into abstract choreographic expression with a program note. The program elements and outcomes will be evaluated by researchers from Michigan State University who will study impacts on the public and on participating professionals - dancers, scientists, etc. Dissemination of results will be to professional communities in the sciences, arts and informal science education.
Evaluation findings demonstrate that the Engaging New Americans program at the Harvard Art Museum provides experiences that are of great value to local immigrant populations. Interviewees highly valued opportunities to look at original works of art, learn about the works of art in a meaningful and relevant context, and discuss and share their thoughts and opinions with others. These three program elements—opportunities for authentic close-looking, relevance and meaning-making, and sharing—proved to be highly successful aspects of the program. Includes interview protocols in English and Spanish
The Freer Gallery of Art and Arthur M. Sackler Gallery (F|S) contracted Randi Korn & Associates, Inc. (RK&A) to study its visitors with two goals in mind: first, to collect current data about F|S visitors, including demographics and visit characteristics and second, to explore visitors’ experiences at F|S, in particular, what visitors value about their F|S experiences and how visitors rate their experiences in the context of the mission statement and newly articulated impact statement. Two data collection instruments were used for the visitor study: a standardized questionnaire and an in-depth
This report presents findings from a joint study carried out by the Museum of Science, Boston Research and Evaluation Department (MOS) and Art Beyond Sight (ABS, formerly Art Education for the Blind) with museum visitors who are blind or have low vision. The purpose of this study was to gather information that can inform the development of pilot museum programs that meet the needs and interests of visitors who are blind or have low vision and to provide professional development for museum professionals. Focus groups were used as the primary data collection method, as they enable idea sharing
In this article, we use two studies conducted in art museum settings as a means to discuss some of the opportunities and challenges for the field of informal art education. The first study explores artmaking processes that take place in a children’s museum, highlighting the need to consider the social nature of learning in informal environments. Second, a study with families in an art museum explores art appreciation and interpretation. Taken together—the creating and the responding—these two studies are used to point out how we might trace disciplinary processes in art beyond schools into the
All youth in the Science Museum of Minnesota's Kitty Andersen Youth Science Center (KAYSC) are invited to complete a web-based exit survey upon leaving their current team. The survey is the same across all KAYSC teams, with the addition of some questions specific to a team experience and outcomes. This report includes select data from the exit surveys for the Invention, Design, Engineering, and Art (IDEA) Cooperative high school team, called the Invention Crew. The purpose of the exit surveys were to understand youth's overall experience on the IDEA Coop as well as the impact of the IDEA Coop
All youth in the Science Museum of Minnesota's Kitty Andersen Youth Science Center (KAYSC) are invited to complete a web-based exit survey upon leaving their current team. The survey is the same across all KAYSC teams, with the addition of some questions specific to a teamâs experience and outcomes. This report includes select data from the exit surveys for the Invention, Design, Engineering, and Art (IDEA) Cooperative middle school team, called the Design Team. The purpose of the exit surveys were to understand youth's overall experience on the IDEA Coop as well as the impact of the IDEA
In this paper, the authors advocate the use of narrative (fictional written text) as a way of making science meaningful and accessible. They note that conventional scientific language can be off-putting to learners, but that content delivered through a story or narrative format can be more familiar and more memorable. This paper will be of interest to ISE educators exploring different modes of science engagement.
Dorion’s research, exploring the use of drama in science teaching, puts forth the concept of mime and role-play to help students to explore abstract scientific models. In addition, drama may support visualization of complex models. Drama can also change the dynamics within classroom talk and support a sense of community amongst students fostered by collaboration, social interaction, and fun.
The authors of this study argue that it is a mistake to ignore non-serious talk, jokes, and other aspects of speaking that may be considered “off-topic” and therefore irrelevant to science learning. Instead, laughter plays an important role in mediating classroom (and laboratory and shop) processes and the learning that emerges, which is the focus of this study.
This paper describes a study designed to investigate whether fiction can help students to develop their opinions on socio-scientific issues. The findings suggest that fictional accounts can be effective, but the study did not investigate the quality of the reasoning underlying the opinions, nor their longevity.
ISE professionals can use this article as a source of ideas to guide thinking about what makes a successful dramatic experience for learners. Alternative, physical ways to engage science learners are often the most challenging to envision, effectively execute, and articulate how learning is fostered. The researchers and teachers in this study incorporated drama into science lessons to bring in fun, creativity, thinking, and imagination as part of classroom learning, and showed how the young students collectively represented the scientific world more accurately.