How do I get kids to see themselves as scientists?
Through art.
“What is a scientist?”
This is a question I ask at the beginning of every teaching week here at IslandWood - a school in the woods. One of my goals for students when they come here is to develop their science identity. When I ask this question, I am told that scientists are in a lab, use tools like beakers and microscopes, wear a lab coat, or have crazy hair like Einstein. My job is to expand this perspective so students can see themselves as scientists and doing science, through art.
Why art?
Being a scientist means you lead with curiosity, use observation skills, and focus on process. The same is true for art. Art is a lens through which we can focus on detail, different perspectives, and process abstract concepts. Art takes what we can see, and asks us to understand it. For much of my own education, I was taught there is no room for emotion in science, but this is not a true reflection of the practice. I use art as a way to process these emotions and incorporate them into the act of “doing science”.
These are some of my favorite art activities to help build science identity:
Draw A Scientist
Oftentimes, I’ll begin our week by asking students to draw a scientist. They often draw the stereotypical image of a man in a lab coat with “sciency” tools around them.
One week, I noticed that a student wasn’t drawing anything. When I asked him how he was doing with the project, he said, “You’re going to say we're scientists, aren’t you?” I laughed and told him that he was absolutely right! After the students finished their drawings, we debriefed with a conversation about what a scientist is, what different science careers there are, and that we will be doing science while they’re here. On the last day of their time here, I have them draw scientists again. This time their drawings often involve activities we’ve done together, and the images include themselves. Not only is this activity great for students to see how their perspectives change, but it’s an excellent way for me as an instructor to see if I have been able to change their ideas of what science is and can be.Nature Journaling
Nature journaling can be done in many different ways, and can be as simple as sitting and writing and drawing what you see around you - from vast landscapes to focusing on a single leaf. One of my favorite methods is done with the aid of cards that detail various plants found in the area. Each student, or pairs of students, is given one plant card and is asked to find their plant. I give the students colored pencils and ask them to document their observations of their plant through drawings and words. I give them hand loops so they can look at the tiny details and contrast them with the larger structure. I prompt them to use all of their senses, not just sight. For example, how does the bark feel? Does the top of the leaf feel different from the bottom? I also ask that they write some of their favorite facts or cultural uses (found on the card) in their journal entry. After 15 minutes of observation, I call the group together, and one by one, the students bring the group to their plant and share what they’ve learned. Each student gets a chance to be the teacher and answer questions from their peers. In our debrief, we discuss how our observation and documentation skills are a key part of being a scientist!
Map Making
Students love making maps! Map-making is a great way to engage the senses and observation skills, especially when students feel apprehensive about doing art, or have a hard time identifying as an artist.
- Sound mapping: students sit and observe in silence (optional eyes closed). After 10 minutes, students draw the sounds they heard with representative shapes and line work or images. If you were to draw the wind flowing through the trees, what would you draw? Spikey lines? Or flowing lines? What about the birds chirping off to the left? Or the water flowing in the stream down to the right?
- Color mapping: In this activity, students establish their frame, or the area they are going to map. The frame could be walking along a path and mapping the colors from a bird's eye view, or could be from a stationary position, looking at what’s in front of them. Students then color in where they see each color.
- Beautiful/favorite things mapping: Students go on a walk, and at the end, they draw their favorite things or things they found beautiful along their walk. This activity is a great way to see what students are excited by or notice.
- Species mapping: By mapping species, students can start to see species interrelatedness. What plants do you always see growing next to others? Are the plants along the water different from those far away? This often works best when students use a key with symbols or colors representing different species. Species mapping can also easily be turned into an investigation.
The image to the left is an example of "Beautiful/favorite things mapping."
Fun fact: They always grow with a trioi, the stem of the blackberry have a little spike. The leaf have a small little spikes too! The leaf is very soft and smoothly.
Creature Creation
Creature creation is a great way to discuss adaptations and morphology. To begin the activity, start with an ecosystem and the animals that live there. What adaptations do these animals have? Then, students can create their own animals that live in said ecosystem. This activity can be done through drawing or through creating three-dimensional sculptures using recycled materials. In presenting their creatures, the students tell their peers what adaptations their creature has to survive. At IslandWood, I often do this activity after students have been down to the harbor and we discuss intertidal creatures.
All of these art activities ask students to adjust their perspective and engage in science practices, and every week, I will continue telling and showing students that they are scientists too.
How do I get kids to see themselves as scientists?
Through art.
“What is a scientist?”
This is a question I ask at the beginning of every teaching week here at IslandWood - a school in the woods. One of my goals for students when they come here is to develop their science identity. When I ask this question, I am told that scientists are in a lab, use tools like beakers and microscopes, wear a lab coat, or have crazy hair like Einstein. My job is to expand this perspective so students can see themselves as scientists and doing science, through art.
Why art?
Being a scientist means you lead with curiosity, use observation skills, and focus on process. The same is true for art. Art is a lens through which we can focus on detail, different perspectives, and process abstract concepts. Art takes what we can see, and asks us to understand it. For much of my own education, I was taught there is no room for emotion in science, but this is not a true reflection of the practice. I use art as a way to process these emotions and incorporate them into the act of “doing science”.
These are some of my favorite art activities to help build science identity:
Draw A Scientist
Oftentimes, I’ll begin our week by asking students to draw a scientist. They often draw the stereotypical image of a man in a lab coat with “sciency” tools around them.
One week, I noticed that a student wasn’t drawing anything. When I asked him how he was doing with the project, he said, “You’re going to say we're scientists, aren’t you?” I laughed and told him that he was absolutely right! After the students finished their drawings, we debriefed with a conversation about what a scientist is, what different science careers there are, and that we will be doing science while they’re here. On the last day of their time here, I have them draw scientists again. This time their drawings often involve activities we’ve done together, and the images include themselves. Not only is this activity great for students to see how their perspectives change, but it’s an excellent way for me as an instructor to see if I have been able to change their ideas of what science is and can be.
Nature Journaling
Nature journaling can be done in many different ways, and can be as simple as sitting and writing and drawing what you see around you - from vast landscapes to focusing on a single leaf. One of my favorite methods is done with the aid of cards that detail various plants found in the area. Each student, or pairs of students, is given one plant card and is asked to find their plant. I give the students colored pencils and ask them to document their observations of their plant through drawings and words. I give them hand loops so they can look at the tiny details and contrast them with the larger structure. I prompt them to use all of their senses, not just sight. For example, how does the bark feel? Does the top of the leaf feel different from the bottom? I also ask that they write some of their favorite facts or cultural uses (found on the card) in their journal entry. After 15 minutes of observation, I call the group together, and one by one, the students bring the group to their plant and share what they’ve learned. Each student gets a chance to be the teacher and answer questions from their peers. In our debrief, we discuss how our observation and documentation skills are a key part of being a scientist!
Map Making
Students love making maps! Map-making is a great way to engage the senses and observation skills, especially when students feel apprehensive about doing art, or have a hard time identifying as an artist.
- Sound mapping: students sit and observe in silence (optional eyes closed). After 10 minutes, students draw the sounds they heard with representative shapes and line work or images. If you were to draw the wind flowing through the trees, what would you draw? Spikey lines? Or flowing lines? What about the birds chirping off to the left? Or the water flowing in the stream down to the right?
- Color mapping: In this activity, students establish their frame, or the area they are going to map. The frame could be walking along a path and mapping the colors from a bird's eye view, or could be from a stationary position, looking at what’s in front of them. Students then color in where they see each color.
- Beautiful/favorite things mapping: Students go on a walk, and at the end, they draw their favorite things or things they found beautiful along their walk. This activity is a great way to see what students are excited by or notice.
- Species mapping: By mapping species, students can start to see species interrelatedness. What plants do you always see growing next to others? Are the plants along the water different from those far away? This often works best when students use a key with symbols or colors representing different species. Species mapping can also easily be turned into an investigation.
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The image to the left is an example of "Beautiful/favorite things mapping."
Fun fact: They always grow with a trioi, the stem of the blackberry have a little spike. The leaf have a small little spikes too! The leaf is very soft and smoothly. |
Creature Creation
Creature creation is a great way to discuss adaptations and morphology. To begin the activity, start with an ecosystem and the animals that live there. What adaptations do these animals have? Then, students can create their own animals that live in said ecosystem. This activity can be done through drawing or through creating three-dimensional sculptures using recycled materials. In presenting their creatures, the students tell their peers what adaptations their creature has to survive. At IslandWood, I often do this activity after students have been down to the harbor and we discuss intertidal creatures.
All of these art activities ask students to adjust their perspective and engage in science practices, and every week, I will continue telling and showing students that they are scientists too.
