Creative Science Making the links with art'

1
Creative ScienceMaking the links with art.

• Claire March

2
Why is art a good method for tackling science?
3

• Art and design is the freedom of the individual,
  the freedom of expression and the freedom to fail
  without retort. Simon Waterfall, creative
  director, Deepend

4

• Creative science, is the chance to develop that
  ability to fail without retort, that safe
  environment in which a child has the opportunity
  to question, explore and enquiry about science
  concepts.

5
Aims

• To inspire science learning through art.
• Motivate childrens learning within science
• Develop a range of learning styles within science

6

• Give pupils something to do, not something to
  learn
• John Dewey

7

• Seed Modelling
• Use fimo or modelling clay to observe seeds and
  create a 3D model one of them, then discuss what
  it is about that seed that makes it good for
  dispersal in the it is dispersed.
• Then ask the children to create a carroll diagram
  for sorting the seeds, use Velcro to turn the
  carroll diagram into an instant interactive
  display.
• Then ask the children to decide on a type of
  dispersal and to design a seed that had
  properties that would make it good to be
  dispersed that way

8

• Flower Collage
• Observe a range of different flowers, ask
  children to board blast how are all these differ,
  how are flowers alike.
• Ask children to create their own flower, ensure
  they have a wide range of materials to use to
  make them with. Then stick all the flowers on one
  board to create a flower collage.

9

• Leaves
• Pin a large piece of paper on wall, place a leaf
  on the OHP and draw round the edge of the leaf.
• Now place the leaf under the microscope and
  observe the patterns.
• Try to mimic the pattern on the surface of your
  sized-up leaf in fine line pen. Children could
  work in small groups, other children could be
  completing observation drawing with a magnifiers.

10
Leaf collage

• Collect a range of leaves either priory to or at
  the start of the activity.
• Look closely at the leaves sorting them for
  things like colour, size, shape or type.
• Then use the leaves to create patterns on the
  table, which can then be photographs.
• Then brush with PVA and create a large leaf
  collage, which needs to be coated with PVA to
  seal.

11

• Insects view of a flower.
• Natural Weaving
• Cabbage painting, slice a cabbage and place on
  the copier, give children the copy and ask the
  children to paint.
• Red Onion can be worked the same way.

12
Healthy Eating

• Use black drawing pens and white card, ask the
  children to draw all the food they have eaten or
  would like to over the week. Encourage them to do
  this quickly and to get as many as possible.
• Then children can take these foods and either
  create balanced meals with them, sort into food
  groups or plan a meal for a specific person i.e.
  Weight lifter or runner

13
Painting

• Watercolours, explore wetting the paper show a
  range of brushes, encourage to wash in
  backgrounds. Brushes, sponges.
• Powder Paints, great for creating textured paint
  (sawdust, sand). Can use has dry paint and wet
  brush.
• Ready mix, always encourage mixing, can mix PVA
  at body and shine. Can use for finger paints.
• Acrylics Use to paint a range of surfaces, make
  your own canvases, will paint on tiles.
• Inks explore dropping inks on wet and dry paper,
  marbling with them in desk trays.
• Silk/Fabric this can be a whole area for
  extension for upper key stage 2

14
Printing

• From sponges, cut into shapes, range of printing
  mitts
• Plasticize
• Positive and negative prints
• Press prints
• Silk screen printing
• Vegetable prints
• Bubble wrap
• Found objects
• Fabric printing, William Morris
• Lino cuts
• Wood blocks created
• Mono prints
• Body part
• Marbling

15
Sculpture 3D

• Clay work, new clay
• Wire, chicken wire and mesh wire
• Card, board
• Mixed media (e.g. card and modrock)
• Junk Modelling
• Material
• Paper mache
• Mod Rock
• Materials
• Weaving
• Batik
• Needle work

16
Sc3 Materials

• What ways could you or have you used art to teach
  SC3?
• Discuss

17
Materials

• Material wall Hanging
• Give children a range of materials to sort,
  depending on your criteria could be natural non
  natural. Sort into trays of PVA glue, then coat
  in glue, leave for three days till dry, peel out
  of tray and create hanging.
• Transparent/Translucent and opaque Hanging or
  glass picture
• Give children an group to collect materials for,
  one group may be finding transparent, another
  opaque. Fill there lamination pouch with a range
  of materials that show that property, laminate
  either create a glass mosaic of the three
  properties or create a hanging with key words on
  it.
• Material Trail
• Draw a sequence of objects around the school,
  Draw them accurately using their observational
  skills, so that someone else can identify them in
  order to follow the trail. After drawing the
  first item the second must be in view before you
  move. Continue the trail until you have 6 items
  which are a range of materials. Then when
  complete swap with a partner, who then follows
  the trail and identifies the materials.

18

• Marbling puddles
• Instead of drawing round puddles and observing
  what happens, why not marble puddles.
• Use simple marbling inks straight onto the
  puddle, then take a print off the puddle using a
  large sheet of paper.
• Observe what happens, you could take another
  print part way through the day and compare them
  to look at the changes.

19

• Plaster of Paris Shells
• Use play dough to create a mould by placing a
  shell into the play dough.
• Then pour into the mould the plaster of paris and
  observe the changes, what happens to the plaster
  of paris, reversible, irreversible.
• Once set paint the shell using observation of the
  colour an pattern, coat with pva for a shine.
• This could be done with a range of objects, they
  could then be used to create classification keys,
  sorting into Venn diagrams, creating a coast
  environment, adaptation to environment and food
  chains

20
Materials Absorbent Test

• Testing to find out which kitchen roll is the
  most absorbent.
• A selection of different kitchen rolls, in each
  container pour a set amount of water and add
  different food colourings.
• Then place the kitchen roll into the water and
  watch to see which towel absorbs the most.
• Once the test is over, take the kitchen roll out
  and leave to dry. Then cut long strips of card
  about 2m long, staple on kitchen roll, in a
  puckered up, twisted or knotted form. Then
  suspend them from the ceiling.

21

• Printing with different materials, like bubble
  wrap, fruit and any range of objects.
• Soil painting, compare soil paintings from
  different areas.
• Add different materials to paint, saw dust, sand
  or even polystyrene balls.

22
Light and sound

• Imagine you are travelling on a beam of light?
  Children paint/draw their image.
• Use sunlight paper to create patterns place in
  the light and wait for the paper to develop. This
  could also be used within reversible and
  irreversible changes

23
SC4

• Children investigate the splat effect of paint,
  this is fun, but messy investigation where
  children can find the best paint for creating
  splats. They can add different amounts of water
  or glue to paint then investigate which makes the
  best splat. Create for child initiated
  investigative work.

24

• There is more to be learned from unexpected
  questions of children than from the discourses of
  men
• John Locke 1690

25
Which aspects of science POS can be achieved
through art

• Observation and recording
• Classifying and sorting
• Sharing understanding and knowledge of key facts
  and processes
• Developing questions
• Developing ideas which can be investigative.

26
Where to now, think about how you could use art
within science next term.