DNA of Creativity: Fusing the Energies of San Diego Arts and Sciences, the San Diego Visual Arts Network is gathering information and making connections between the art and science worlds with a goal of fusing the energies of both communities to produce a series of projects. These projects will enhance the viewing public’s perception of creativity and its role in our lives. This blog will endeavor to add links of interest and provide a way for free discussions on this subject.
Thursday, October 16, 2014
Sunday, September 7, 2014
Arts Integration Works Says Portland's 'Right Brain Initiative'
This article first published on the Huffington Post
Tomorrow the Right Brain Initiative (RBI) serving the greater Portland region releases a report that confirms "There is a meaningful and quantifiable link between integrated arts education and student learning," specifically:
The study released today tracking student progress over a 5 year period, was conducted by WolfBrown, a leading research and advisory firm serving a wide range of foundations, public agencies and charitable organizations.
RBI was launched in 2008 by a unique collaboration of artists, art and cultural organizations, school districts, governments, businesses and donors who believed in the concept of "arts integration", using the arts as a catalyst for teaching across the curriculum, and in the process creating a truly interdisciplinary curriculum.
RBI agreed to embrace arts integration as few other regions have done. Other than teacher retraining, their approach is not more classes, more arts or music, more anything. That would be nice but, frankly, there is not money for doing anything more, only doing things differently.
As the RBI Study shows, the initiative is working. According to Rebecca Burrell, Outreach Specialist at RBI, we are convinced that it is "art integration that makes the difference" in the progress being made in the schools.
This school year, RBI is bringing arts learning to over 20,000 students at 59 K-8 schools in seven districts. The arts integration education initiative serves every K-8 classroom serving Clackamas, Multnomah and Washington Counties, including the metro area of Portland, Oregon, and its changing teachers as well as students. Is is also making it easier for them to embrace the principles of the Common Core being adopted by schools districts around the nation.
This is auspicious news to be sure, but while this represents a tremendous show of progress toward creating real world interdisciplinary curricula, the work is not over. As most advocates of the arts and arts integration know, the struggle to recognize the important role of the arts, and art integration has been extremely difficult.
As far back as 2002, a unique consortium of arts organizations expressed it in a report called "Authentic Connections." They said then that such interdisciplinary work in the arts enabled students to "identify and apply authentic connections, promote learning by providing students with opportunities between disciplines and/or to understand, solve problems and make meaningful connections within the arts across disciplines on essential concepts that transcend individual disciplines."
That was mostly anecdotal though well founded. There remained many, simply put too many, people that saw art as nice but not necessary...children's art, even less valuable. Sadly, that is true even today perhaps because many people don't take the term "arts" seriously. It's soft, not muscular unlike the sciences where there is more certainty, more equations, formulas etc. Art by contrast is uncertain.
Unfortunately, we live in a "left brain world" says noted neuroscientist, Ian McGilchrist, in a commentary for The Wall Street Journal:
Fortunately, more neuroscientists, psychologists, educators and others are finding that the arts help nurture the right hemisphere of the brain. This is exactly what the more left brained curriculum needs to create the new thinking skills leading to creativity.
We now know a lot more about learning and know "arts integration" works. The President's Committee on the Arts and Humanities, in a report called "Reinvesting in Arts Education: Winning America's Future Through Creative Schools." has said as much after spending years of research and study.
According to the Committee report, "Cutting-edge studies in neuroscience have been further developing our understanding of how arts strategies support crucial brain development in learning."
The Turnaround Arts program of the Obama Administration provides yet more evidence that art and art integration works. As the First Lady Michelle Obama, Honorary Chair of the President's Committee, said:
Author and educator Mihaly Csíkszentmihályi calls such total emersion in a task, FLOW...a " mental state of operation in which a person in an activity is fully immersed in a feeling of energized focus, full involvement, and success in the process of the activity." Dr Richard Restak in his book, The New Brain seems to agree. He uses the words "plastic" and "malleable" to describe the brain. He believes that we can be creative by acquiring the right series of "repertoires;" that we can "preselect the kind of brain (we) will have by choosing richly valued experiences."
As demand for a new workforce to meet the challenges of a global knowledge economy is rapidly increasing, few things could be as important in this period of our nation's history than reinventing education.
While not everyone sees the Arts as the answer to America's economic prosperity, and in Washington, D.C. the differences in viewpoints become a matter of contention at the outset of any issue regardless of the merits. But the evidence is mounting, in Portland and in other communities, in favor of blurring the lines between art and science, and developing more real world interdisciplinary courses.
Follow John M. Eger on Twitter: www.twitter.com/jeger62
Tomorrow the Right Brain Initiative (RBI) serving the greater Portland region releases a report that confirms "There is a meaningful and quantifiable link between integrated arts education and student learning," specifically:
• Students' reading and math scores increase at least 2.5 times
more than the average annual rate of increase.
• This growth is even greater for English Language Learners. Student's scores
increased 10 times more after schools partnered with Right Brain.
• For all children, scores continued to rise as schools engaged more deeply
with the Initiative, with a particularly large rate of increase for English
Language Learners.
The study released today tracking student progress over a 5 year period, was conducted by WolfBrown, a leading research and advisory firm serving a wide range of foundations, public agencies and charitable organizations.
RBI was launched in 2008 by a unique collaboration of artists, art and cultural organizations, school districts, governments, businesses and donors who believed in the concept of "arts integration", using the arts as a catalyst for teaching across the curriculum, and in the process creating a truly interdisciplinary curriculum.
RBI agreed to embrace arts integration as few other regions have done. Other than teacher retraining, their approach is not more classes, more arts or music, more anything. That would be nice but, frankly, there is not money for doing anything more, only doing things differently.
As the RBI Study shows, the initiative is working. According to Rebecca Burrell, Outreach Specialist at RBI, we are convinced that it is "art integration that makes the difference" in the progress being made in the schools.
This school year, RBI is bringing arts learning to over 20,000 students at 59 K-8 schools in seven districts. The arts integration education initiative serves every K-8 classroom serving Clackamas, Multnomah and Washington Counties, including the metro area of Portland, Oregon, and its changing teachers as well as students. Is is also making it easier for them to embrace the principles of the Common Core being adopted by schools districts around the nation.
This is auspicious news to be sure, but while this represents a tremendous show of progress toward creating real world interdisciplinary curricula, the work is not over. As most advocates of the arts and arts integration know, the struggle to recognize the important role of the arts, and art integration has been extremely difficult.
As far back as 2002, a unique consortium of arts organizations expressed it in a report called "Authentic Connections." They said then that such interdisciplinary work in the arts enabled students to "identify and apply authentic connections, promote learning by providing students with opportunities between disciplines and/or to understand, solve problems and make meaningful connections within the arts across disciplines on essential concepts that transcend individual disciplines."
That was mostly anecdotal though well founded. There remained many, simply put too many, people that saw art as nice but not necessary...children's art, even less valuable. Sadly, that is true even today perhaps because many people don't take the term "arts" seriously. It's soft, not muscular unlike the sciences where there is more certainty, more equations, formulas etc. Art by contrast is uncertain.
Unfortunately, we live in a "left brain world" says noted neuroscientist, Ian McGilchrist, in a commentary for The Wall Street Journal:
"There is an inevitable rise in bureaucracy, with paper replacing people, and experience increasingly virtualized. In going all out for what we believe will be our own happiness, we exploit the world and see ourselves as alien to it, rather than seeing that our happiness depends on being part of it, and therefore on helping it to thrive. This is the world of the left hemisphere, ever keen on control".The right, as well as the left hemisphere of the brain cry out for nurturing, and the future of America depends on reinventing the way we think, and in the process, how education is redefined.
Fortunately, more neuroscientists, psychologists, educators and others are finding that the arts help nurture the right hemisphere of the brain. This is exactly what the more left brained curriculum needs to create the new thinking skills leading to creativity.
We now know a lot more about learning and know "arts integration" works. The President's Committee on the Arts and Humanities, in a report called "Reinvesting in Arts Education: Winning America's Future Through Creative Schools." has said as much after spending years of research and study.
According to the Committee report, "Cutting-edge studies in neuroscience have been further developing our understanding of how arts strategies support crucial brain development in learning."
The Turnaround Arts program of the Obama Administration provides yet more evidence that art and art integration works. As the First Lady Michelle Obama, Honorary Chair of the President's Committee, said:
"The Turnaround Arts program has exceeded not just our expectations, but our wildest hopes and dreams. With the help of this program and some School Improvement Grants, math and reading scores have gone up in these schools... attendance is up, enrollment is up...parent engagement is up... suspensions have plummeted...and two of the schools in our pilot improved so dramatically that they are no longer in turnaround status. And today, the students in these schools are engaged in their education like never before."
Author and educator Mihaly Csíkszentmihályi calls such total emersion in a task, FLOW...a " mental state of operation in which a person in an activity is fully immersed in a feeling of energized focus, full involvement, and success in the process of the activity." Dr Richard Restak in his book, The New Brain seems to agree. He uses the words "plastic" and "malleable" to describe the brain. He believes that we can be creative by acquiring the right series of "repertoires;" that we can "preselect the kind of brain (we) will have by choosing richly valued experiences."
As demand for a new workforce to meet the challenges of a global knowledge economy is rapidly increasing, few things could be as important in this period of our nation's history than reinventing education.
While not everyone sees the Arts as the answer to America's economic prosperity, and in Washington, D.C. the differences in viewpoints become a matter of contention at the outset of any issue regardless of the merits. But the evidence is mounting, in Portland and in other communities, in favor of blurring the lines between art and science, and developing more real world interdisciplinary courses.
Follow John M. Eger on Twitter: www.twitter.com/jeger62
Saturday, September 6, 2014
Sunday, August 31, 2014
Thursday, August 7, 2014
Projecting on transparent screen at MIT
This was sent to us by Anand Bora
Read the whole article here: http://newsoffice.mit.edu/2014/seeing-things-a-new-transparent-display-system-could-provide-heads-up-data-0121
Published on Jan 21, 2014
Transparent displays have a variety
of potential applications — such as the ability to see navigation or
dashboard information while looking through the windshield of a car or
plane, or to project video onto a window or a pair of eyeglasses. A
number of technologies have been developed for such displays, but all
have limitations.Read the whole article here: http://newsoffice.mit.edu/2014/seeing-things-a-new-transparent-display-system-could-provide-heads-up-data-0121
Update on the Innovation Incubation project by Harvey Seifter
The Art of Science Learning
Posted on July 31, 2014 by Harvey Seifter in The Informal Science Education site.
The Art of Science Learning (AoSL) is a National Science Foundation-funded initiative that explores innovation at the intersection of art, science and learning, using the arts to spark creativity in science education and foster the development of an innovative 21st Century STEM workforce.
Our current project, funded by NSF grant DRL-1224111 (“Integrating Informal STEM and Arts-Based Learning to Foster Innovation”), has developed a new curriculum for adolescent and adult STEM learners that uses the arts to teach the innovation process, and has launched three year-long arts-based incubators for innovations in STEM products, processes or services, as well as in learning programs and initiatives, to test the new methodologies and approaches embodied in the curriculum.
The incubators—hosted by San Diego’s Balboa Park Cultural Partnership (encompassing 27 art, science and cultural institutions), Chicago’s Museum of Science and Industry and Worcester’s EcoTarium—have brought together more than 300 STEM professionals, formal and informal educators, artists, business leaders, researchers, policymakers and students to create and bring to market innovative responses to STEM-based civic challenges. The challenges chosen by each community include water resources (San Diego), urban nutrition (Chicago) and transportation alternatives (Worcester).
Since last October, Art of Science Learning faculty have used the arts to teach incubator participants (known as Art of Science Learning Fellows) new ways to identify problems and opportunities; generate, transform and communicate creative ideas; collaborate on cross disciplinary innovation teams; empathically engage audiences; and co-create innovations with audiences.
For example, we use “Metaphorming” (a collaborative symbolic modeling process created by Dr. Todd Siler, our ArtScientist in Residence) to give our Fellows the opportunity to embody, enrich and communicate their aspirations as they launch their year-long innovation journeys. Open-ended jazz improvisation allows Fellows to practice their observational skills and encourages them to “suspend disbelief” as they strive to identify opportunities within the challenge domains. Laban-based movement work helps Fellows learn to “feel numbers” and bring openness to their search for productive convergence around shared insights. The Fellows use visual and spoken word techniques derived from the Surrealists to engage the flow of intuitive insights in their ideation, and clay sculpture as a medium for modeling their ideas and assessing how they “stand up”.
During this same period, the Fellows learn about innovation by introducing tools drawn from the Product Development Management Association Body of Knowledge and Lean Start-Up methodologies, which they subsequently apply to their own innovation processes.
After four months of this “front end” work, the Fellows identify the specific problems they want to solve and vote on the solutions they want to develop, in a largely self-organized process which ultimately led to the formation 26 cross-disciplinary Art of Science Learning innovation teams. At present, all the teams have advanced to their development phases and are transforming their initial concepts into creative learning programs and practical innovations.
While the teams work separately on their 26 innovations, the Fellows are also learning prototyping techniques, practicing visualization skills, spending time with string quartets to observe successful collaborative behaviors in multi-leader environments, learning the audience-centric iterative process of design thinking, and working with a theater-based technique called Rehearsing Ideas to accelerate their iterative cycles by rapidly incorporating audience feedback.
By the final “launch” period of the incubators (October in San Diego, December in Chicago, January in Worcester), all the teams will have developed – and in most cases actually gone to market with—“minimally viable products” (MVPs).
Incubator Projects
These three examples of work in progress already emerging from the San Diego incubator will give a vivid picture of the robust and exciting innovation now underway across the project sites. (San Diego started three months ahead of Chicago and five month ahead of Worcester, allowing us to apply the innovation process to the development of the innovation curriculum through a set of iterative cycles of improvement).
Next Steps
Still to come in this four year project are experimental research studies that will measure the impact of arts-based learning on the creativity skills, collaborative behaviors and innovation outputs of STEM learners and professionals, and a traveling exhibition, designed and built at the Reuben H Fleet Science Center in Balboa Park. The exhibition will incorporate the arts-based immersive learning activities of the Art of Science Learning curriculum to take visitors across the country inside the world of STEM innovation. The experimental studies represent an important opportunity to better understand the relationship between the arts, STEM learning and innovation.
Foundational studies from the past decade, such as Are They Ready to Work? have documented the central role of creativity, collaboration and communication skills to the development of an innovative STEM workforce. During the same period, a substantial body of practice developed around the use of the arts to enhance employee skills in high performance teamwork, change management and intercultural communication, with 80% of America’s Fortune 500 companies experimenting with the use of artistic skills, processes and experiences to foster creative thinking and strengthen innovation processes.
But research into the impact of arts-based learning on STEM education is limited, and research into arts-based STEM innovation processes even more so, leading the team of 90 national researchers who participated in Art of Science Learning’s Phase 1 conferences (funded by NSF grant DRL 0943769, Arts-Based Learning in Informal Science Education) to conclude that when it comes to proving that “arts engagement improves performance in STEM disciplines…there is the need for a series of more sophisticated and developed quantitative studies than have been conducted to date” (Storksdieck, 2011).
The upcoming Phase 2 research was designed to respond to that need. Starting in September, some 120 high school high school students (40 per incubator site) will participate in five successive 4-hour weekend sessions, learning and doing the front end of innovation. Half will use the Art of Science Learning innovation curriculum; the other half will use a traditional innovation curriculum based on PDMA best practices. A similar study will involve an equal number of early career STEM professionals. Both studies will test the hypothesis that integrating the arts into STEM-related innovation training results in more robust innovation processes and enhanced creative thinking skills. Changes in collaborative behaviors will be carefully observed and measured, and innovation outputs will be blindly assessed by expert panels.
In recent years, the rapid growth of interest in art/science integration has led to a rich body of “STEAM” learning practice, and the 26 Art of Science Learning innovation teams now in the field provide vibrant case studies of ways in which arts-based learning can spark STEM innovation. We hope that by next year, research data from our experimental studies, along with data tracking the outcomes of the incubator innovation teams, will provide us with new insight into whether, and how, arts-based learning impacts the foundational innovation skills needed for a 21st Century STEM workforce.
Posted on July 31, 2014 by Harvey Seifter in The Informal Science Education site.
The Art of Science Learning (AoSL) is a National Science Foundation-funded initiative that explores innovation at the intersection of art, science and learning, using the arts to spark creativity in science education and foster the development of an innovative 21st Century STEM workforce.
Our current project, funded by NSF grant DRL-1224111 (“Integrating Informal STEM and Arts-Based Learning to Foster Innovation”), has developed a new curriculum for adolescent and adult STEM learners that uses the arts to teach the innovation process, and has launched three year-long arts-based incubators for innovations in STEM products, processes or services, as well as in learning programs and initiatives, to test the new methodologies and approaches embodied in the curriculum.
The incubators—hosted by San Diego’s Balboa Park Cultural Partnership (encompassing 27 art, science and cultural institutions), Chicago’s Museum of Science and Industry and Worcester’s EcoTarium—have brought together more than 300 STEM professionals, formal and informal educators, artists, business leaders, researchers, policymakers and students to create and bring to market innovative responses to STEM-based civic challenges. The challenges chosen by each community include water resources (San Diego), urban nutrition (Chicago) and transportation alternatives (Worcester).
Since last October, Art of Science Learning faculty have used the arts to teach incubator participants (known as Art of Science Learning Fellows) new ways to identify problems and opportunities; generate, transform and communicate creative ideas; collaborate on cross disciplinary innovation teams; empathically engage audiences; and co-create innovations with audiences.
For example, we use “Metaphorming” (a collaborative symbolic modeling process created by Dr. Todd Siler, our ArtScientist in Residence) to give our Fellows the opportunity to embody, enrich and communicate their aspirations as they launch their year-long innovation journeys. Open-ended jazz improvisation allows Fellows to practice their observational skills and encourages them to “suspend disbelief” as they strive to identify opportunities within the challenge domains. Laban-based movement work helps Fellows learn to “feel numbers” and bring openness to their search for productive convergence around shared insights. The Fellows use visual and spoken word techniques derived from the Surrealists to engage the flow of intuitive insights in their ideation, and clay sculpture as a medium for modeling their ideas and assessing how they “stand up”.
During this same period, the Fellows learn about innovation by introducing tools drawn from the Product Development Management Association Body of Knowledge and Lean Start-Up methodologies, which they subsequently apply to their own innovation processes.
After four months of this “front end” work, the Fellows identify the specific problems they want to solve and vote on the solutions they want to develop, in a largely self-organized process which ultimately led to the formation 26 cross-disciplinary Art of Science Learning innovation teams. At present, all the teams have advanced to their development phases and are transforming their initial concepts into creative learning programs and practical innovations.
While the teams work separately on their 26 innovations, the Fellows are also learning prototyping techniques, practicing visualization skills, spending time with string quartets to observe successful collaborative behaviors in multi-leader environments, learning the audience-centric iterative process of design thinking, and working with a theater-based technique called Rehearsing Ideas to accelerate their iterative cycles by rapidly incorporating audience feedback.
By the final “launch” period of the incubators (October in San Diego, December in Chicago, January in Worcester), all the teams will have developed – and in most cases actually gone to market with—“minimally viable products” (MVPs).
Incubator Projects
These three examples of work in progress already emerging from the San Diego incubator will give a vivid picture of the robust and exciting innovation now underway across the project sites. (San Diego started three months ahead of Chicago and five month ahead of Worcester, allowing us to apply the innovation process to the development of the innovation curriculum through a set of iterative cycles of improvement).
- “Trash to Paradise” is a bi-national US/Mexico team that is developing a novel ecosystem that uses trash from the Tijuana River and wetland plants to treat water locally in response to untreated sewage flowing from the Tijuana River Valley into Imperial Beach. The team has now moved from 3D modeling and prototyping toward breaking ground on a 5-acre test site they have secured in Tijuana. With the help of hundreds of volunteers from the community, they expect to be operational by October. The curriculum the team is developing to teach the volunteers will provide the basis for a replicable and scalable informal learning program to train unskilled workers in other communities to design, construct and maintain this kind of system.
- Team “Aqua Diao” has developed a lightweight water-generating backpack that extracts water from air, for use in remote locations and emergency situations. In order to refine their new product before going to market, the team built an atmospheric test chamber, which it is now planning to replicate for use in K-12 classrooms and informal settings to create opportunities for dynamic science learning.
- The “Kate’s Place” team (named in honor of Kate Sessions, the “mother of Balboa Park”) is developing a model house and garden to highlight innovation in water conservation and demonstrate integrated sustainable water systems. After only three months of developmental work, the team decided to go to market with a 250 square foot MVP at the San Diego County fair, where their innovation could benefit from the feedback of thousands of visitors. In early June, Kate’s Place won first prize at the fair, helping to promote their innovation and fund their next iterative cycle of development.
Next Steps
Still to come in this four year project are experimental research studies that will measure the impact of arts-based learning on the creativity skills, collaborative behaviors and innovation outputs of STEM learners and professionals, and a traveling exhibition, designed and built at the Reuben H Fleet Science Center in Balboa Park. The exhibition will incorporate the arts-based immersive learning activities of the Art of Science Learning curriculum to take visitors across the country inside the world of STEM innovation. The experimental studies represent an important opportunity to better understand the relationship between the arts, STEM learning and innovation.
Foundational studies from the past decade, such as Are They Ready to Work? have documented the central role of creativity, collaboration and communication skills to the development of an innovative STEM workforce. During the same period, a substantial body of practice developed around the use of the arts to enhance employee skills in high performance teamwork, change management and intercultural communication, with 80% of America’s Fortune 500 companies experimenting with the use of artistic skills, processes and experiences to foster creative thinking and strengthen innovation processes.
But research into the impact of arts-based learning on STEM education is limited, and research into arts-based STEM innovation processes even more so, leading the team of 90 national researchers who participated in Art of Science Learning’s Phase 1 conferences (funded by NSF grant DRL 0943769, Arts-Based Learning in Informal Science Education) to conclude that when it comes to proving that “arts engagement improves performance in STEM disciplines…there is the need for a series of more sophisticated and developed quantitative studies than have been conducted to date” (Storksdieck, 2011).
The upcoming Phase 2 research was designed to respond to that need. Starting in September, some 120 high school high school students (40 per incubator site) will participate in five successive 4-hour weekend sessions, learning and doing the front end of innovation. Half will use the Art of Science Learning innovation curriculum; the other half will use a traditional innovation curriculum based on PDMA best practices. A similar study will involve an equal number of early career STEM professionals. Both studies will test the hypothesis that integrating the arts into STEM-related innovation training results in more robust innovation processes and enhanced creative thinking skills. Changes in collaborative behaviors will be carefully observed and measured, and innovation outputs will be blindly assessed by expert panels.
In recent years, the rapid growth of interest in art/science integration has led to a rich body of “STEAM” learning practice, and the 26 Art of Science Learning innovation teams now in the field provide vibrant case studies of ways in which arts-based learning can spark STEM innovation. We hope that by next year, research data from our experimental studies, along with data tracking the outcomes of the incubator innovation teams, will provide us with new insight into whether, and how, arts-based learning impacts the foundational innovation skills needed for a 21st Century STEM workforce.
Tuesday, August 5, 2014
DNA of Creativity Video now available
We are very happy to present this short video about the DNA of Creativity project.
DNA of Creativity at the Oceanside Museum of Art
Opening reception: Sat. April 12, 6-8 pm EXTENDED until Aug 7, 2014
704 Pier View Way Oceanside, 92054
Free for OMA members, $10
More info Patricia Frischer 760.943.0148: Danielle Susalla 760.435.3721
More info: patricia@sdvisualarts.net 760.943.0148
Grant Recipients showing at OMA
SD View Art Now (a smart phone app to locate local arts events near you) Patricia Frischer, Emily Kay, Denise Bonaimo Sarram, Alison Renshaw
Sea Changes: Act (a project featuring plastic pollution) Michelle Kurtis Cole, Kira Carrillo Corser, Lauren Carrera, Dale Sweetnam, Caitlan B. Whalen, Debb Solan, Marjorie Pezzoli.
Urban Succession (preserving wildlife in urban settings) Jason Rogalski, Jean Tsau, Dr. David Lipson, Jeremy Gercke, Jonathan Austin
PAMM - PolyAesthetic Mapping: The Muses (ways to think about the collaborations that artists and scientist experience) Kaz Maslanka, Vicki Leon,Microtonal music by Jonathan Glasier, Joe Monzo, Arthur Frick, AntiQuark and poetry by Ted Washington, Jeffery Haynes, Brianna DelGuidice
DNA of Creativity at the Oceanside Museum of Art
Opening reception: Sat. April 12, 6-8 pm EXTENDED until Aug 7, 2014
704 Pier View Way Oceanside, 92054
Free for OMA members, $10
More info Patricia Frischer 760.943.0148: Danielle Susalla 760.435.3721
More info: patricia@sdvisualarts.net 760.943.0148
Grant Recipients showing at OMA
SD View Art Now (a smart phone app to locate local arts events near you) Patricia Frischer, Emily Kay, Denise Bonaimo Sarram, Alison Renshaw
Sea Changes: Act (a project featuring plastic pollution) Michelle Kurtis Cole, Kira Carrillo Corser, Lauren Carrera, Dale Sweetnam, Caitlan B. Whalen, Debb Solan, Marjorie Pezzoli.
Urban Succession (preserving wildlife in urban settings) Jason Rogalski, Jean Tsau, Dr. David Lipson, Jeremy Gercke, Jonathan Austin
PAMM - PolyAesthetic Mapping: The Muses (ways to think about the collaborations that artists and scientist experience) Kaz Maslanka, Vicki Leon,Microtonal music by Jonathan Glasier, Joe Monzo, Arthur Frick, AntiQuark and poetry by Ted Washington, Jeffery Haynes, Brianna DelGuidice
Friday, August 1, 2014
and the EARTH BLEEDS
Erik Scott's new song with a celtic sound and haunting lyrics combine in mystery and concern about the future of the earth due to toxic pollution, overfishing and climate change acidification killing almost 80 percent of the world's tropical coral reefs. Help us by contacting www.seachanges.org, or on Facebook at Sea Changes ACT team
Wednesday, July 23, 2014
Louie Schwartzberg, Hidden miracles of the natural word
Joe Nalven turned us on to this short Ted Talk about nature that is to fast, too slow or too small for us to see.
Tuesday, July 8, 2014
Margot H. Knight: Scientific Delirium Madness at the Djerassi Residence Program
These are grants for residencies in Santa Cruz which used to be just for artists but now include scientist. They are for one month. Take a look at the blog as each of the scientist were asked to blog at least three times during their session: http://leonardo.info/blogs/category/scientific-delirium-madness/
Published on Apr 10, 2014
Published on Apr 10, 2014
Margot H. Knight, Executive
Director, Djerassi Resident Artists Program, Woodside, California, spoke
at the March 27, 2014 DC Art Science Evening Rendezvous(DASER). The
event took place at the Keck Center, 500 Fifth St., N.W., Washington,
D.C.
DASER is a monthly discussion forum on art and science projects in the national capital region. DASER strives to provide the public with a snapshot of the cultural environment of the region and to foster community and discussion around the intersection of disciplines. The thoughts and opinions expressed in the DASER events are those of the panelists and speakers and do not necessarily reflect the positions of the National Academy of Sciences nor of Leonardo.
For more information on upcoming DASER events please visit www.cpnas.org. To learn more about the work of the National Academy of Sciences visit http://nationalacademies.org/
Intro music Ibiza (Trance Mix) by Delta Dreams
DASER is a monthly discussion forum on art and science projects in the national capital region. DASER strives to provide the public with a snapshot of the cultural environment of the region and to foster community and discussion around the intersection of disciplines. The thoughts and opinions expressed in the DASER events are those of the panelists and speakers and do not necessarily reflect the positions of the National Academy of Sciences nor of Leonardo.
For more information on upcoming DASER events please visit www.cpnas.org. To learn more about the work of the National Academy of Sciences visit http://nationalacademies.org/
Intro music Ibiza (Trance Mix) by Delta Dreams
Wednesday, May 28, 2014
DNA of Creativity Lesson Plans
Here is a list of the lesson plans generated by the four DNA of Creativity Teams. These can be used by any educator interested in adding STEAM programming to their classes.
SD View Art
Now Lesson Plans 1 -
Application Evaluation
SD View Art Now Lesson Plans 2 - App Logo Design
SD View Art Now Lesson Plans 2 - App Logo Design
Tuesday, May 27, 2014
Press for DNA of Creativity project
We are very pleased to list the press generated by our DNA of Creativity project. You still have time to see the show at OMA and we love to invite you to
PAMM Art and Science - Tuesday, June 17, 7- 8:30pm, DNA of Creativity PechaKucha Lecture with presentation by the team leaders.. The lecture will begin and end with a PAMM microtonal performance and Photoscopia demonstration.
SD Business Journal, Does Business Need Art and Science to be Innovative? Kira Corrilla Coser, page B38,May 25,2014 Artists, Scientists and Educators Collaborate: "DNA of Creativity" Exhibition at OMA Shares Their Work Art Scene by Cathy Breslaw, May 2014
Five Sizzling Exhibits: Oceanside Museum of Art presents an eclectic mix La Jolla Light and Picked RAW Peeled by Lonnie Burstein Hewitt,m, May 2014
DNA of Creativity , Sea Changes: Act at Museum of Monterey Picked Ripe by Patricia Frischer, May 2014
Coast News, Fusion of Art and Science in innovative exhibition by Kay Colvin, April 10, 2014
Voice of San Diego, Culture Report: Creative DNA and NCVII and SD Art Prize by Alex Zaragoza, April 8, 2014
SD City Beat DNA of Creativity grant fuses arts with science by Kinsee Morlan, April 7, 2014 San Diego Travel, DNA of Creativity at OMA, San Diego Travel, April, 2014
Pacific San Diego Magazine, Art Beat by Amy T. Granite, April 2014
Press Release, DNA of Creativity , April, 2014 Press Release, DNA of Creativity , March 2014
Union Tribute, Art, science and the ‘DNA of Creativity’ by Jim Chute, Dec 19, 2013
The Reader, "Sea Changes: Act" coral regeneration project shows signs of life, by Ian Pike, Dec 14, 2013
Voice of San Diego,The Culture Report: Creating Coral from Glass Art by Alex Zaragoza,Press Release, DNA of Creativity, Nov 2013 Sea Change Panel on Entrepreneurial Success, Photo album, June 6, 2013
Press Release, DNA of Creativity May 2013
Coast News and Rancho Santa Fe New: Saving the Ocean Through Art, Kay Colvin, Oct, 2012
Linking Artists and Scientists: Getting Down to the Basics of Creativity by Whitney Dail of the National Endowment for the Arts , June 14, 2012 Press Release, DNA of Creativity Grantees Announced, June,2012
City Beat, An App for finding local art, June 6, 2012
Video of Information Meeting, May, 31, 2012
Press Release, DNA of Creativity Takes Shape, April 18, 2012
Ornament Magazine Announcements and Events,, Issue 34.5, Aug, 2011
Biocom Institute's Biocommunique Newsletter, July 21, 2011
Press Release DNA Information Meeting Jan, 2012
PAMM Art and Science - Tuesday, June 17, 7- 8:30pm, DNA of Creativity PechaKucha Lecture with presentation by the team leaders.. The lecture will begin and end with a PAMM microtonal performance and Photoscopia demonstration.
SD Business Journal, Does Business Need Art and Science to be Innovative? Kira Corrilla Coser, page B38,May 25,2014 Artists, Scientists and Educators Collaborate: "DNA of Creativity" Exhibition at OMA Shares Their Work Art Scene by Cathy Breslaw, May 2014
Five Sizzling Exhibits: Oceanside Museum of Art presents an eclectic mix La Jolla Light and Picked RAW Peeled by Lonnie Burstein Hewitt,m, May 2014
DNA of Creativity , Sea Changes: Act at Museum of Monterey Picked Ripe by Patricia Frischer, May 2014
Coast News, Fusion of Art and Science in innovative exhibition by Kay Colvin, April 10, 2014
Voice of San Diego, Culture Report: Creative DNA and NCVII and SD Art Prize by Alex Zaragoza, April 8, 2014
SD City Beat DNA of Creativity grant fuses arts with science by Kinsee Morlan, April 7, 2014 San Diego Travel, DNA of Creativity at OMA, San Diego Travel, April, 2014
Pacific San Diego Magazine, Art Beat by Amy T. Granite, April 2014
Press Release, DNA of Creativity , April, 2014 Press Release, DNA of Creativity , March 2014
Union Tribute, Art, science and the ‘DNA of Creativity’ by Jim Chute, Dec 19, 2013
The Reader, "Sea Changes: Act" coral regeneration project shows signs of life, by Ian Pike, Dec 14, 2013
Voice of San Diego,The Culture Report: Creating Coral from Glass Art by Alex Zaragoza,Press Release, DNA of Creativity, Nov 2013 Sea Change Panel on Entrepreneurial Success, Photo album, June 6, 2013
Press Release, DNA of Creativity May 2013
Coast News and Rancho Santa Fe New: Saving the Ocean Through Art, Kay Colvin, Oct, 2012
Linking Artists and Scientists: Getting Down to the Basics of Creativity by Whitney Dail of the National Endowment for the Arts , June 14, 2012 Press Release, DNA of Creativity Grantees Announced, June,2012
City Beat, An App for finding local art, June 6, 2012
Video of Information Meeting, May, 31, 2012
Press Release, DNA of Creativity Takes Shape, April 18, 2012
Ornament Magazine Announcements and Events,, Issue 34.5, Aug, 2011
Biocom Institute's Biocommunique Newsletter, July 21, 2011
Press Release DNA Information Meeting Jan, 2012
Wednesday, May 21, 2014
San Diego Grants for Art and Science projects
La Jolla Community Foundation 2014 Grants
The La Jolla Community Foundation (LJCF) is
in its first grant cycle and invites nonprofits serving La Jolla to submit a
Letter of Intent (LOI) to express interest in applying for a grant ($20 K
available) during the 2014-15 grant cycle. The Foundation will be accepting
LOI’s for projects that focus on arts and / or science. Priority consideration
will be given to projects that combine both arts and science. This grant cycle
is committed to the financial support of organizations, projects and programs
dedicated to improving the lives of those who live, work or attend school within
the geographic boundaries of 92037. The deadline for submitting the LOI is
Monday, June 23, 2014 at 5:00 p.m.
For more
information please click here: http://www.sdfoundation.org/CommunityFoundations/LaJollaCommunityFoundation/Grants.aspx.
Monday, May 12, 2014
SciArt Magazine
There is a magazine dedicated to the combination of art and science. SciArt
Here is the statement by the editor: Julia Buntaine
Art and science have long shared a common ground; the ground of boundless inquiry about the nature of our existence. It has only been for the past few decades, however, that artists have turned their eye to the sciences as their sole source of artistic information, inspiration, and conceptualization. SciArt, or science-based art, is a quickly growing movement in the art world, with an increasing number of artists who hold doctorate degrees in the sciences, who are funded by the National Science Foundation, and who hold artistic residencies in scientific institutions such as CERN. With science-based art having a strong presence in the UK and Berlin contemporary art scenes, I began to wonder: why it is that the SciArt community in the United States is barely established? Although SciArt is certainly happening in America, it remains scattered. I want to fix this. As a science-based artist myself, I see community as essential to our success because the methods, challenges, materials and goals of science-based art are new and unique, lying in uncharted art historical territory. It is through this online publication, featuring science-based art events, spaces, artists and conversations that I want to bolster science-art in America.
Here is the statement by the editor: Julia Buntaine
Art and science have long shared a common ground; the ground of boundless inquiry about the nature of our existence. It has only been for the past few decades, however, that artists have turned their eye to the sciences as their sole source of artistic information, inspiration, and conceptualization. SciArt, or science-based art, is a quickly growing movement in the art world, with an increasing number of artists who hold doctorate degrees in the sciences, who are funded by the National Science Foundation, and who hold artistic residencies in scientific institutions such as CERN. With science-based art having a strong presence in the UK and Berlin contemporary art scenes, I began to wonder: why it is that the SciArt community in the United States is barely established? Although SciArt is certainly happening in America, it remains scattered. I want to fix this. As a science-based artist myself, I see community as essential to our success because the methods, challenges, materials and goals of science-based art are new and unique, lying in uncharted art historical territory. It is through this online publication, featuring science-based art events, spaces, artists and conversations that I want to bolster science-art in America.
Wednesday, April 30, 2014
ILLUSION: Nothing Is As It Seems at the Ruben H. Fleet Science Museum
ILLUSION: Nothing Is As It Seems, which runs until Jan 11, 2015 at the
Ruben
H. Fleet Science Museum is a mind-bending new exhibition that combines
science and art to deceive the visitor through optical, perceptual and audio
illusions. It shows that what we perceive is often radically different from the
reality of what we observe by playfully allowing visitors to experience
concepts used by magicians and explored by neuroscientists. Click here to see a video
about ILLUSION and click here
to read about it in the New York Times.
Not to be missed from May 2014 to Jan, 2015
Not to be missed from May 2014 to Jan, 2015
Wednesday, April 23, 2014
STEAM Connect Ascend Conference 2014 at Qualcomm
We are
happy now to report on the STEAMConnect
Ascend Conference presented on March 28 at Irwin M. Jacobs Qualcomm Hall.. Video One The opening performances
by Zori Tinker and Eastlake High School Dance Team was
outstanding and well worth watching. The emcee Alex Kajitani was the”
rapping mathematician”, STEAMConnect co-founders are Kim Richards and Dr.
Edward Abeyta, and there were various messages from Chula Vista Mayor Cheryl
Cox, Reps Susan Davis, Scott Peters, and Sen. Carol Liu,
as well as a first ever co-presentation by Chris Roe, CA STEM Learning
Network, and Craig Watson, CA Arts Council. Research Updates Video Two led by Dr.
M.A. Greenstein, George Greenstein Institute, and panelists included Dr.
John Iversen, UC San Diego; Lauren Widney, San Diego Youth Symphony;
Carol LaFayette, SEAD; and Dennis Doyle, Collaborations: Teachers
and Artists (CoTA). Quality Criteria
Video Three Discussion on STEM and STEAM criteria led by Pat Wayne,
Arts Orange County, and panelists included Denise Grande, Los Angeles
County Arts Commission; Heather Lattimer, University of San Diego; John
Spiegel, San Diego County Office of Education; and Ellen Peneski,
San Diego Science Alliance and San Diego STEM Collaboratory. Creative Collaborations Video Four Discussion
on STEAM led by Anne Bown-Crawford, CREATE CA, and panelists included Ed
Hidalgo, Qualcomm; and Shari Asplund, NASA Jet Propulsion
Laboratory; Molly Kelton, CRMSE/InforMath; Nan Renner, Art of
Science Learning (Innovation Incubator); Brent Bushnell, STEAM
Carnival/Two Bit Circus.
Thursday, April 10, 2014
DNA of Creativity at Oceanside Museum of Art
You are
invitedDNA of Creativity at the Oceanside Museum
of Art
Saturday, April 12, 6-8 pm
Show continues until August 4View our DNA of Creativity CatalogSponsored and Produced by San Diego Visual Arts Network
Saturday, April 12, 6-8 pm
Show continues until August 4View our DNA of Creativity CatalogSponsored and Produced by San Diego Visual Arts Network
Grant
RecipientsSD View Art
Now (a smart phone app
to locate local arts events near you) Patricia Frischer, Emily Kay,
Denise Bonaimo Sarram, Alison Renshaw
Sea Changes: Act (a project featuring plastic pollution) Michelle Kurtis Cole, Kira Carrillo Corser, Lauren Carrera, Dale Sweetnam, Caitlan B. Whalen, Debb Solan, Marjorie Pezzoli. Urban Succession (preserving wildlife in urban settings) Jason Rogalski, Jean Tsau, Dr. David Lipson, Jeremy Gercke, Jonathan AustinPAMM - PolyAesthetic Mapping: The Muses (ways to think about the collaborations that artists and scientist experience) Kaz Maslanka, Vicki Leon,Microtonal music by Jonathan Glasier, Joe Monzo, Arthur Frick, AntiQuark and poetry by Ted Washington, Jeffery Haynes, Brianna DelGuidice
Sea Changes: Act (a project featuring plastic pollution) Michelle Kurtis Cole, Kira Carrillo Corser, Lauren Carrera, Dale Sweetnam, Caitlan B. Whalen, Debb Solan, Marjorie Pezzoli. Urban Succession (preserving wildlife in urban settings) Jason Rogalski, Jean Tsau, Dr. David Lipson, Jeremy Gercke, Jonathan AustinPAMM - PolyAesthetic Mapping: The Muses (ways to think about the collaborations that artists and scientist experience) Kaz Maslanka, Vicki Leon,Microtonal music by Jonathan Glasier, Joe Monzo, Arthur Frick, AntiQuark and poetry by Ted Washington, Jeffery Haynes, Brianna DelGuidice
704 Pier View Way, Oceanside,
92054
More info: patricia@sdvisualarts.net
760.943.0148 or OMA 760-435-3721
Opening
Reception and the events below are Free for OMA members and $10 for
nonmembers
- Sunday, April 27 from 1- 5 p.m. – Sea Changes: ACT will run an interactive art project during the Free Family Art Day/Oceanside Days of Art and North County Earth Festival, and will include making fish masks, recording fish tales and re-purposing t-shirts into recycled shopping bags. (Please donate heavy weight t-shirts by bringing them to the OMA opening on April 12!)
- Tuesday, June 3 from 7- 8:30 p.m. – PAMM and Art and Science Evening featuring DNA of Creativity team members in a PechaKucha-style lecture. It will begin and end with a PAMM microtonal music and poetry performance and Photoscopia demonstration.
- Sunday, Aug. 3 from 1- 4 p.m. – Urban Succession Family Art Day including free art and science-themed workshops including learning to use a light microscope, basics about arachnids and how to weave your own web.
The
museum is open Tuesday-Saturday 10 a.m. to 4 p.m. and Sunday 1 to 4 p.m.
Free admission the first Sunday
of every month, general admission $8, seniors $5, and free for students and
members of the military.
P.S. Don't forget Sat April 26, 7 pm when we are
making a DNA of Creativity presentation before the performance of RED at the San Diego REPertory Theatre in Horton Plaza.
This is a FREE event or you can stay and see the play about Mark Rothko and if
you buy tickets, $10 goes to SDVAN if you use code SDVAN.
Honeycomb Hunt guerrilla art campaign installed around San Diego
Honeycomb Hunt guerrilla art campaign installed around San Diego right
now.in April 10, 2014
The San Diego ‘Honeycomb Hunt,’ is a city wide public art
installation that raises awareness about ways to help dying honeybee
populations.
The details of the project can be found here:
http://www.buzzfeed.com/beeinitaly/mysterious-glitter-hexagons-appear-all-over-san-di-l4tj
This is link to embed the kickstarter video:
The San Diego Honeycomb Hunt, is a city wide scavenger hunt
that raises awareness about dying honeybee populations.
Boston based artist Renée Ricciardi uses photography and art to
save bees. As the creative force behind this public art installation, she is on
a mission to inspire and change.
The kickstarter photography project, Bees in Italy highlights
these issues.
The honeycombs are installed in high traffic areas from La Jolla
to Coronado and each has a QR code for Renée’s kickstarter campaign, Bees in
Italy.
Bees in Italy is a photography project that aims to
document progressive organic life in Italy, so that other nations can learn
about how Italy is banning pesticides to save bees.
People are encouraged to photograph the public art pieces and
upload to social media with the hashtag #HoneycombHunt.
Honeycomb hunters can stay up to date by following the hashtag
#HoneycombHunt @Bees_in_Italy on instagram and twitter.
This is link to embed the kickstarter video:
<iframe width="480" height="360" src="https://www.kickstarter.com/projects/1212249615/bees-in-italy-part-2/widget/video.html"
frameborder="0" scrolling="no"> </iframe>
The kickstarter campaign is active for 20 more days. To make a
donation and receive a free postcard and photo, please check out this
groundbreaking project.
Sunday, March 23, 2014
Picking Up STEAM in San Diego by John Eger
Next Friday, corporate technology leader, Qualcomm, will play host to
a unique one-day forum organized by non-profit STEAM Connect, spelled STE [+a] M Connect, in San Diego.
It is major step forward to have Qualcomm, one of the largest and most influential companies in the region, embrace the STEAM event and make their views known as this was what the Conference Board in their report, "Ready in Innovate", was most concerned about, i.e., education and business alignment.
Recently, the Paul and Stacy Jacobs Foundation (Paul is CEO of Qualcomm and a Berkeley alum) donated $20 million to the College of Engineering at the University of California, Berkeley, for a new institute that will expand the role of art and design in engineering education.
In making the gift Jacobs said:
STEAM Connect does what its name suggests.
STEAM Connect, located on the UCSD campus, is doing something about the need to create whole brain thinkers by bring together all the actors in the community on a regular basis. By emphasizing the need for both left-brain convergent and right brain divergent thinking in our schools, STE[+A}M is clearly elevating the discussion.
Art and cultural organizations, philanthropic organizations, business executives and educators--meet to converse with one another, hear what cutting edge thins are being done in the community, and collaborate to demonstrate what can happen when art and science are merged.
Across the country other communities are struggling to change their schools to insure young people get the new thinking skills the new economy demands. This approach of connecting the dots, bringing people in the community who share similar concerns, and highlighting the best applications of STEAM learning is one model that seems to work.
And getting businesses like Qualcomm on board makes this is a model to keep the idea of STEAM in the forefront of things every community must do to change the curriculum.
It is major step forward to have Qualcomm, one of the largest and most influential companies in the region, embrace the STEAM event and make their views known as this was what the Conference Board in their report, "Ready in Innovate", was most concerned about, i.e., education and business alignment.
Recently, the Paul and Stacy Jacobs Foundation (Paul is CEO of Qualcomm and a Berkeley alum) donated $20 million to the College of Engineering at the University of California, Berkeley, for a new institute that will expand the role of art and design in engineering education.
In making the gift Jacobs said:
"In our interconnected innovation economy, it is not enough to provide our future engineering leaders with technical skills.... they must also learn how to work in interdisciplinary teams, how to iterate designs rapidly, how to manufacture sustainably, how to combine art and engineering, and how to address global markets."During the day the community will hear about:
• California's initiative to create a blueprint for creative schools.More and more people are talking about STEAM, adding the "A" to the science, engineering, math and technology initiative which first began under the second Bush administration.
• Balboa Park's NSF funded experiment to create an incubator for schools using art based learning of STEM.
• Another NSF's Funded program called SEAD, an educational initiative aimed at elevating the role of art in science and vice versa.
• USD's masters program for educators to teach STEAM.
• National City's program to retrain teachers using art to teach math and science,
• And teachers using art to teach math, science and other complex subjects.
STEAM Connect does what its name suggests.
STEAM Connect, located on the UCSD campus, is doing something about the need to create whole brain thinkers by bring together all the actors in the community on a regular basis. By emphasizing the need for both left-brain convergent and right brain divergent thinking in our schools, STE[+A}M is clearly elevating the discussion.
Art and cultural organizations, philanthropic organizations, business executives and educators--meet to converse with one another, hear what cutting edge thins are being done in the community, and collaborate to demonstrate what can happen when art and science are merged.
Across the country other communities are struggling to change their schools to insure young people get the new thinking skills the new economy demands. This approach of connecting the dots, bringing people in the community who share similar concerns, and highlighting the best applications of STEAM learning is one model that seems to work.
And getting businesses like Qualcomm on board makes this is a model to keep the idea of STEAM in the forefront of things every community must do to change the curriculum.
Sunday, February 23, 2014
Spray-on clothing newer than 3-d printers!
From Jeffery Laudenslager we hear news of this amazing fabric that can be used also as bandages embedded with healing drugs. Of course, Jeffery sees used for building audience with nudity and recreational drugs!
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