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At first thought, art and science couldn't seem further apart. But, in all actuality, many commonalities can be found between the two. The decisions made in the artistic process are not arbitrary. The presence of randomness in both art and science are rare. In fact, the art practices, concepts, and procedures we use and teach in our classrooms are often methodical-just like science. There is a method to the madness.

Today I am going to share how you can use the scientific method in the art room.

Try out "The Color Experiment" with your students, and you'll see them develop skills as both artists and scientists!

There are many different ways to teach color theory, and to our students, it can be an overwhelming concept. This method of teaching color allows students to discover, observe and construct knowledge through scientific inquiry. Here's how to do it:

1. Talk About the Scientific Method

Before beginning this activity, it's always a good idea to talk to your science teacher to ensure the use of common terminology. Although sharing the same basic concepts, there are many different versions of the scientific method that exist. You can find one version in this article.

2. Gather Items

3. Choose Colors

You will then need to determine what tests you would like your students to perform. This will determine which colors of paint you will need. Depending on the grade level, these may vary. The following are examples of color combination tests you may consider using in your experiment:

Test #1: Red & Yellow

Test #2: Blue & Red

Test #3: Yellow & Red

Test #4: Red, Yellow, & Blue

Test #5: Pair of Complementary Colors

Test #6: Mystery Colors

4. Perform the Tests

Performing these tests is simple. For each test, have students place a piece of paper into the shoebox with the two colors of paint and a bouncy ball. Then it's the fun part-SHAKE, SHAKE, SHAKE! Use this video to get you started.

Using these steps will allow students to discover and observe through experience how different colors mix and work together. All the while, they can record and document what they are learning. I've found this activity to increase understanding and recollection of color theory concepts, plus it's really fun! Students are allowed to "see" and "do" all at once causing an impactful learning experience as both an artist and scientist.

Try this experiment out with your students using the handout below!

Download Now

What other ways might you use the scientific method in your classroom?

What other inter-disciplinary techniques do you already use?

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How to Use the Scientific Method in Art - The Art of Ed

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At first thought, art and science couldn't seem further apart. But, in all actuality, many commonalities can be found between the two. The decisions made in the artistic process are not arbitrary. The presence of randomness in both art and science are rare. In fact, the art practices, concepts, and procedures we use and teach ...

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All ten resources are listed in this Google document.

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Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature  Zumbrunn, S., Tadlock, J., & Roberts, E.D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Richmond, VA: Virginia Commonwealth University. Retrieved from http://www.self-reg...

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Occurrences and quality of teacher and student strategies for self-regulated learning in hands-on simulations.

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Occurrences and quality of teacher and student strategies for self-regulated learning in hands-on simulations.

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Hands-On SRL

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THE DEVELOPMENT OF SELF-REGULATED LEARNING OF MOTOR AND SPORT SKILLS IN PHYSICAL EDUCATION: A REVIEW

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THE DEVELOPMENT OF SELF-REGULATED LEARNING OF MOTOR AND SPORT SKILLS IN PHYSICAL EDUCATION: A REVIEW

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SRL in PE

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Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning

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Critical Pedagogy and Neoliberalism: Concerns with Teaching Self-Regulated Learning

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Possible negative effects of SRL.

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Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School.

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Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School.

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Testing SRL strategies.

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How We Got Grading Wrong, and What to Do About It

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How We Got Grading Wrong, and What to Do About It

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How to grade.

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October 2013 | Volume 55 | Number 10
Pages 1-6-7

Laura Varlas

Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked. It hit me that students could do well without knowing a whole lot about the learning objective."

Townsley, who taught high school math for six years before becoming Solon Community School District's director of instruction and technology in Iowa, conveys a common folly in grading. "We tend to reward working, instead of learning," explains Cathy Vatterott, author of Rethinking Homework: Best Practices That Support Diverse Needs (ASCD, 2009). "Do the pile of work and you'll get the grade. Don't do the work-and even if you demonstrate mastery of the skill or content-you won't get the grade."

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How We Got Grading Wrong, and What to Do About It

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October 2013 | Volume 55 | Number 10 Pages 1-6-7 Laura Varlas Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked.

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Formative Assessment: A good way to enhance academic self-regulated learning.

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Formative Assessment: A good way to enhance academic self-regulated learning.

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Formative assessment and SRL.

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THE INFLUENCE OF CREATION OF SELF-REGULATION ENVIRONMENT FOR
EDUCATING VISUAL ARTS TEACHER ON ACADEMIC SUCCESS

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THE INFLUENCE OF CREATION OF SELF-REGULATION ENVIRONMENT FOR
EDUCATING VISUAL ARTS TEACHER ON ACADEMIC SUCCESS

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SRL in Visual Arts.

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Effectiveness of learning strategy instruction on academicperformance: A meta-analysis

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Effectiveness of learning strategy instruction on academicperformance: A meta-analysis

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Best Strategies for SRL.

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Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy
Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers' self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. 

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Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers’ self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy
Which components of teacher competence determine whether teachers enhance self-regulated learning? Predicting teachers' self-reported promotion of self-regulated learning by means of teacher beliefs, knowledge, and self-efficacy. 

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Teacher influence on SRL.

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Speaks of the effectiveness of SRL.

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Student's natural art abilities.

Student's previous experience with art in elementary school.

Higher or lower student population diagnosed with a learning disability.

Ratio of male to female students.

Number of students in the class.

Students may take art classes outside of school.

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Do I need to get parent approval if I am using the class average instead of  individual grades?
Mills says "if you are interested in using only the class averages, individual consent from the principal would likely suffice" (2007, 2011, 2014, p.30)

Can I make sure that all of my participants are receiving the same attention from me?

Can I make sure that the confidentiality of the participants stays in tact?

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The inclination to favor large project-based learning for the following reasons:

-so students have something to take home.
-because that is what I am used to.
-that is how I was taught during undergrad.
-that is how all of my art colleagues teach.

The inclination to favor traditional teaching methods for the following reasons:

-the risk of relying on the students for self-motivation.
-the risk of the students not learning enough without instruction and intensive guiding.

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Is larger project-based learning the best way to understand an art skill?

Will smaller art "labs" promote better understanding of a concept?

Can students regulate their own learning?

Can self-regulated learning
lead to a greater increase in understanding?

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I am researching the effects of teaching self-regulated learning through skills-based labs vs. traditional visual art teaching methods.