I visited the Exploratorium in San Francisco and was overwhelmed by the amount of art and science pieces. Luckily for me, I went on a school day so it was not too packed. Prior to visiting, I read the Exploratorium's mission statement and believed it fit well with this course, and upon visiting, I definitely felt more equipped with ideas of art and science in a daily setting.
I chose this sinusoidal sand contraption because initially, I did not understand why so many children were crowding around it. But just by listening to them talk, even though they are very young, they were describing the anatomy of the wave function and simultaneously making connections between math and art! It is amazing to see how art can keep interested in topics like math, and the pre-exposure can provide students with the confidence to do well in the future (Leslie).
A theme I recognized in the Exploratorium is that almost everything in the museum had to be touched for there to be an experience. Everything was very hands on. I believe this is a key component of how the two cultures of art and science can be seen as one. When I had to interact with any of the pieces, there was science behind it, but I had the freedom to control what was happening, similar to David Bohm's idea that "…one's preconceived notions that opens up the possibility for creative and original work" (Bohm 139). In that, he describes how the control we have can be an art form itself.
Throughout my entire experience at the Exploratorium, it did feel a little strange to witness two subjects art and science work so well together. It reminded me of Dr. Vesna's idea of a third culture and being in between. She described a strangeness that resonated with me greatly, "both artist and scientist are involved in the work of intuiting change in perception and materialization" (Vesna 122). This idea of the in-between and also my experience at the Exploratorium renders a hope that there are more art and science collaboration to reach a greater population so that our society can be more equipped to envision a more creative future.
I chose this sinusoidal sand contraption because initially, I did not understand why so many children were crowding around it. But just by listening to them talk, even though they are very young, they were describing the anatomy of the wave function and simultaneously making connections between math and art! It is amazing to see how art can keep interested in topics like math, and the pre-exposure can provide students with the confidence to do well in the future (Leslie).
Throughout my entire experience at the Exploratorium, it did feel a little strange to witness two subjects art and science work so well together. It reminded me of Dr. Vesna's idea of a third culture and being in between. She described a strangeness that resonated with me greatly, "both artist and scientist are involved in the work of intuiting change in perception and materialization" (Vesna 122). This idea of the in-between and also my experience at the Exploratorium renders a hope that there are more art and science collaboration to reach a greater population so that our society can be more equipped to envision a more creative future.
Sources:
“About Us.” Exploratorium, 14 Nov. 2017,
www.exploratorium.edu/about-us.
Bohm, David. "On creativity." Leonardo (1968):
137-149.
Vesna, Victoria. "Toward a third culture: being in
between." Leonardo 34.2 (2001): 121-125.
Willett, Leslie V. "The Efficacy of Using the Visual
Arts To Teach Math and Reading Concepts." (1992).
Comments
Post a Comment