Evolution(s): Opening the Doors of Learning Through Arts and Science

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This paper explores some basic assumptions: Both science and the arts have long histories as separate disciplines, although both are strongly based in intuition, discovery, metaphoric transpositions, and the ability to discover and apply concepts. In general, most people look at only the end result in science and art instead of the entire process which preceded the end result. We do not try to make art works that illustrate scientific concepts. It is insight into how science and the arts work similarly that drive us. What are the roles of seeing accidents, relationships, correspondences, morphologies, transpositions, comparisons, and systems? The processes of thinking and wondering that make science and the arts work... what are they? How do we communicate what we see? In metaphor? In allusions? In parables? In abstractions? In reiterations? In structures? These and other questions are considered.


Keywords: Remote Sensing, Estimating Terrain Geometry, Particle Physics, Cells, Cosmology, Chemistry, Drawing, Painting
Stream: Art and Education
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Prof. Jack McWhorter

Associate Professor, Kent State University, Stark Campus
North Canton, Ohio, USA

Jack McWhorter is currently, Associate Professor, at Kent State University Stark Campus, teaching undergraduate courses in drawing and painting. McWhorter has been an Artist-in-Residence at various programs in Ohio and abroad, including the Walworth Barbour American International School in Ovda, Israel. Professor McWhorter has been instrumental in obtaining corporate and foundation support to implement an extensive range of collaborative projects that engage educators in exploring ways of integrating fine arts and scientific inquiry. Called Discovery/Rediscovery, 1992, Ubu Roi; the science of imaginary solutions, 1994, Power of If, 1996-98, Power of If2, 1999-02 and Evolution (s) 2004-06. These exhibition projects have provided significant professional development for both teachers and artists whose long-term partnerships have been an essential feature of the work.

Ref: A07P0114