I'm going to jump to Bill's second point - on blending vs. complimenting,
as this is definitely a part of the [general sci-art] conversation which
many disagree on.
While blending, merging, meeting at the intersection, etc sounds catchy, I
think it is actually quite dangerous. Each discipline has a rigorous method
it abides by, and this method (or variations thereof, as in the arts) can
really only be understood if one has worked in the field, been trained in
the history of the field to know everything that has come before, etc., and
since each field has such complexity, and such deep history, I think it's
quite impossible to have a successful blending of say, science and art.
Specialization in disciplines had led to the distinct amount of art and
science that we have today - which in turn has led to deeper, specific
knowledge. This also begs the question, if we blend, what do we call the
result? How do we measure its success, its value, if all of our
success/value measurements are based on something abiding by, and shining
within a discipline? This is a recurring question in my mind, I would love
to hear what you all have to say!
That being said I'm wholeheartedly on team 'compliment'. I like to think of
science and art as the two sides of the coin of our culture - their
methods, facts, and techniques can be exchanged fruitfully while still
leading to end products that are one thing or the other. While they may
approach problem solving and creativity different, as Bill mentioned, all
fields require similar mental muscles to be active such as observation and
problem-solving, and exercising this 'muscle' can lead to positive outcomes
<http://www.nytimes.com/2016/12/22/well/live/what-doctors-can-learn-from-looking-at-art.html>
no matter where it is applied - this is in part what I'm trying to instill
in my students, who are largely bio/neuro/premed as we look at art. On the
note of creativity, I will point you to the Art of Science Learning, which
just released a paper
<http://www.artofsciencelearning.org/phase2-research-findings/>(on causal
impacts) on the same subject.
Lastly, to touch briefly on Ken's email...As for art students learning the
trends of the day - yes, in part, but this model in art education is truly
rapidly disintegrating as the art movement of the day remains undefinable,
not specific to subject nor medium, and as older teachers get replaced by
younger teachers, who were brought up in this free-for-all environment.
Students today are encouraged to make literally whatever they want - from
beautiful marble statues to nude performances to oil paintings reminiscent
of the 70s AbEx movement to sculptures cultured from bacteria. Does this
mean there's in fact more creativity in the arts then ever, since there is
no dominating aesthetic or thought model?
*Julia Buntaine*
*Neuroscience-based art: www.JuliaBuntaine.com
<http://www.juliabuntaine.com>*
*Innovator-in-Residence at Rutgers UniversityDirector at SciArt Center
<http://www.sciartcenter.org>*
*Editor-in-Chief of SciArt Magazine <http://www.sciartmagazine.com>*
On Sun, Jan 8, 2017 at 5:37 PM, William Joel <joelw@wcsu.edu> wrote:
> I concur with Ken and Roger. Scanning through the postings so far in this
> discussion, I have seen excellent examples of putting STEAM principles into
> practice, but what I would appreciate even moreso are the principles
> themselves, well stated, not necessarily with examples. Even Wikipedia
> defintions would be helpful.
>
> In that regard, consider the following. Science, Art, Engineering and
> Mathematics are all disciplines that can be defined by the processes they
> incorporate. Each has a specific "mindset" that can allow one to
> differentiate between, say, a scientific method versus an artistic method.
> Each approaches problem-solving and creativity from a different perspective.
>
> What I'm interested in reading in our postings is how these varied process
> metaphors can be woven together into a cohesive whole. Especially given
> how, in many institutions, each of these disciplines exist in its own
> "ivory tower."
>
> Therefore, questions that arise in my head include the following.
>
> 1. How do we define each discipline, without resorting to definition by
> example?
> 2. Do we truly want to "blend" these approaches together? Or would it be
> better to allow them to reman distinct, and focus on how they can
> compliment each other?
> 3. How far do we need to go in fostering a common language amongst these
> disciplines?
>
> Final note: I've left "technology" off the table as it is concerned with
> tools rather than methods. In fact, each of the other four disciplines
> utilizes technology in its processes.
>
> Nuff said!
> Bill Joel, Director
> Graphics Research Group
> Western Connecticut State University
>
>
>
> _____________________________
> From: Ken Friedman <ken.friedman.sheji@icloud.com<mailto:
> ken.friedman.sheji@icloud.com>>
> Sent: Sunday, January 8, 2017 1:50 PM
> Subject: [Yasmin_discussions] What arguments might there be against the
> STEAM agenda?
> To: Yasmin Yasmin <yasmin_discussions@estia.media.uoa.gr<mailto:yasmin_
> discussions@estia.media.uoa.gr>>
>
>
> Friends,
>
> It occurs to me to ask an interesting questions. Everyone on this list
> favors the STEAM agenda. So do I. But I also recognize that a significant
> number of the projects I see are open to debate. As Roger noted, I would
> like to see greater clarity - conceptual, metaphorical, epistemological,
> and terminological.
>
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