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Special Section: The Art/Science Curriculum in the Classroom and in the Cloud
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Journal Articles
Publisher: Journals Gateway
Leonardo (2015) 48 (5): 469.
Published: 01 October 2015
Journal Articles
Publisher: Journals Gateway
Leonardo (2015) 48 (5): 470–471.
Published: 01 October 2015
Abstract
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This paper describes the design of two university courses that integrated practices and processes from the visual arts and engineering. In both cases, patterns of creative process were used as a means of integration. Researchers found that by focusing on process as a way to structure the integration of these two disciplines, students were able to create emergent, hybrid artifacts along the spectrum between art and engineering, beyond the range of their previous work. Creative process became the backbone that allowed students to integrate knowledge, materials, techniques, and culture across the art and engineering disciplines.
Journal Articles
Publisher: Journals Gateway
Leonardo (2015) 48 (5): 472–473.
Published: 01 October 2015
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When art students at Emily Carr University take a hybrid humanities/studio class with a scientific theme, they are challenged to materially transform abstract concepts. Students interact with physicists and make work on site at TRIUMF, Canada’s National Laboratory for Particle and Nuclear Physics. Strategies for art and science partnership models are tested in a curricular Transformation Art Lab as well as the RAW DATA project, where students view studio faculty struggling with similar challenges.
Journal Articles
Publisher: Journals Gateway
Leonardo (2015) 48 (5): 474–475.
Published: 01 October 2015
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In this paper, the author looks at the evidence from the international Leonardo Education and Arts Forum on art/science cloud curriculum workshops he instigated in Copenhagen and Prague in 2012. These workshops discussed the aims of affecting a shift in perception toward a foundational understanding of new paradigms for research and learning that challenge and transcend disciplinary boundaries. The curriculum privileged a metacognitive interrogation of content and (re)visioning of traditional disciplinary research methodologies using a syncretic integration of heuristic and practice-based inquiry.
Journal Articles
Publisher: Journals Gateway
Leonardo (2015) 48 (5): 476.
Published: 01 October 2015
Abstract
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At liberal arts institutions, physics faculty struggle with the daunting task of creating a Bachelor of Arts physics offering (often referred to as Physics for Poets ) that is both engaging and approachable. Over the past several years, the author has worked toward a new educational paradigm that presents introductory physics as a set of physical metaphors rather than an incomplete collage of problem-solving equations. By engaging the physical metaphors from both traditional physics and art historical viewpoints, students are forced to integrate two seemingly disparate sets of information into a cohesive knowledge base.