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The Topography of Tears is a study of tears photographed through an optical microscope. I started this project in 2008, in a moment of many tears and a sudden curiosity: I wondered, what do tears actually look like? Do happy tears look any different than sad tears?

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Painting With Light is a complete video mapping tool that enables artists of any technical ability to paint with static and moving images through any video projector onto 3D physical objects.

Jump to: Downloads

What is Video Mapping?

Video projectors are designed to project a single video image onto a screen or wall but now, because we can generate the projected video graphics in real-time with even an entry-level computer (PC or Mac), we can show many video clips at the same time and position them within the screen so they match up with all sorts of 3d physical objects.

The image above shows an example live performance that was made using a single video projector, cardboard boxes, and Painting With Light.

This technique (also called Projection Mapping) has been adopted by digital artists around the world. Painting With Light is an easy to use video mapping tool that lets anyone explore this exciting digital medium.

Features at a glance

Written from scratch in low-level C++ using OpenGL graphics so it's really fast

Synchronised audio and video playback*

Built in sequencer to control playback timing of your media*

Supports over 200 video and audio* file formats, 300 video and audio* codecs via FFMPEG

Freehand video painting tools not found in any other video mapping software

Polygons, perspective correcting quads, bezier polygons, deformable meshes and more!

Unlimited layers with opacity control, powerful masking tools*, and 24 dramatic blending modes*

Combine it with your existing tools via Syphon (OSX), Spout (Windows), MIDI, and Open Sound Control (OSC).

Used for installations and performances around the world

Regularly updated with new features

[*] features available in 1.5 beta version

Do I need a video projector to use PWL?

No, although Painting With Light is designed to be used for video mapping with a video projector, on its own it is still a unique video painting software with which you can create images and videos that can be shared on-line and beyond.

You won't need a powerful computer or a video projector to try it out and you can draw with your mouse or laptop track pad.

Download Now

For Apple OSX, we recommend a minimum of 10.9 (Mavericks). PWL definitely won't run on 10.6 (Snow Leopard), but you might get away with 10.7 (Lion) or 10.8 (Mountain Lion).

BETA Versions - Newest features (recommended):

Latest Painting With Light for Windows (XP, Vista, 7, 8, 8.1, 10)

Latest Painting With Light for OSX (10.9+)

OLD Versions - Less features but slightly more stable

Version 1.4.970 of Painting With Light Demo for Windows (XP, Vista, 7, 8, 8.1, 10)

Version 1.4.970 of Painting With Light Demo for OSX (10.9+)

Read the Manual

Read and download the Painting With Light online manual.

Changelog
Version 1.4.970 - August 7th, 2015
There was an unexpected change in the ecommerce software that Painting With Light uses to control its registration resulting in licences being made invalid.

NEW: Edit Tool that can move any shape (including Brush and Roller) and edit shapes by double clicking on them

NEW: Mesh subdivision supports linear and bezier interpolation

CHANGE: Vertex mapping is now supported on Bezier, Polygon, and all line tools

CHANGE: Using the mouse wheel, you can now zoom out even further

FIX: Cursor wasn't always hidden when mouse left the window

FIX: The mapping window wasn't handling output rotation properly

FIX: The registration system broke due to a change in the ecommerce software

Version 1.4.943 - August 2nd, 2015

NEW: Loading and saving of paintings now works in demo version

NEW: Changed pwl format to human readable - original binary version is readable but not writable

NEW: Current painting filename is now displayed in the main window title bar

NEW: PDF manual is included in installation

NEW: Start up dialog with PDF and online manual links

CHANGE: Demo watermark text now appears at angles!

CHANGE: Removed work area rotation slider from bottom of the main window - added control to Output Menu instead

FIX: Spout, Syphon, and Video Input texture selection will be saved in picture files

FIX: Line tools weren't saving width

FIX: Shape Edit not clearing contents on new picture

FIX: Windows shortcut was starting in the textures subdirectory by mistake

Version 1.4.898 - July 24th, 2015

Important fixes to the main video loading routines so they have better MOV support, and generally loop and perform much better. If you've experienced any issues with video playback, then this release should help!

Fixed crash when opening .pwl files via file association (Windows)

Textures and Brushes are searched for in the same directory as the .pwl file if they weren't found in their original locations, making them easier to distribute

Version 1.4.893 - July 19th, 2015

Fixed polygon tool drawing bug

Fixed recording of videos where duration is set to zero

Version 1.4.890 - July 17th, 2015

Added proper undo support for all actions for all tools

All editable tools can be moved (hold down shift, click and drag)

Fixed many bugs

Added warning when running on high DPI displays, such as retina

Version 1.4.868:

Improved handling of sample buffers that was causing some issues

Disabled Async Texture processing that was also not working for everyone

Version 1.4.865:

Added Syphon input support

Changed how OSX version is packaged

Fixed "keep on top" bug

Fixed initial brushes and textures path

Set "render to work area" on by default

Fixed mouse zooming in OSX

Version 1.4.847:

Fixed crashing with undo

Added helpful message when going into full-screen mode

Spout re-written with support for multiple streams

Fixed issues with video output alpha

Added H264 video, PNG and JPG sequence output options to video output plugin

Updated to Qt 5.5 and FFMPEG 2.7

Fixed memory leak in video playback

Added experimental support for anti-aliasing (see samples in rendering preferences)

Video Input re-written using new Qt QCamera classes

Added 'keep on top' feature to output window menu

Fixed window flags when coming out of full screen mode

Spout output is limited to 2 frames per second in demo version

Re-implemented command line support so double-clicking on .pwl files will now work again

Linux Support

The Linux version of Painting With Light has been temporarily withdrawn as there were too many problems with the current method of distribution.

This will be addressed in the future and a full, up to date release will be made.

Demo Limitations

The demo version of Painting With Light is fully functional apart from the following limitations:

Saved images or videos will have a watermark on them

Spout sending is limited to two frames per second

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Painting With Light: Easy Video Mapping Software

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Painting With Light is a complete video mapping tool that enables artists of any technical ability to paint with static and moving images through any video projector onto 3D physical objects.

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Bioart | United Kingdom | Mellissa Fisher Artist

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Bioart | United Kingdom | Mellissa Fisher Artist

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Bio Artist based in the UK, making agar sculptures with bacteria and various works with living organisms, exploring the cross pollination of Art & Science.

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The birds hiding amongst the veins symbolise the sound of a pair of lungs when someone suffers from Asthma and has difficulty breathing. Placing the birds on the veins as if the lungs are an upside-down tree, creates the contrast of lack of oxygen Asthma-patients face.

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A work-in-progress series of paper-cuttings depicting human organisms and body parts that symbolise chronic diseases, malfunctions or infections. Trying to capture the essence of the different diseases people struggle with, and the feeling it gives them, hiding amongst the delicate veins are animals and insects to be found, portraying the delicacy of the human body and its vital organs.
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Nr.1 "Oxygen"
A surrealistic depiction of a pair of lungs, paying homage to 14 tiny birds hiding behind intricate branches. Cut by hand from 1 piece of A3 watercolor-paper, which was splattered with red ink.
The birds hiding amongst the veins symbolise the sound of a pair of lungs when someone suffers from Asthma and has difficulty breathing. Placing the birds on the veins as if the lungs are an upside-down tree, creates the contrast of lack of oxygen Asthma-patients face.

Made January 2014

-Sold to a Lung-doctor who suffers from Asthma-
Nr.2 "Pace"
Where 'Oxygen' explored the topic of Asthma, 'Pace' symbolises people with Heart Diseases and their fragile state of life. Hidden amongst the veins of the surrealistic 'anatomically correct' heart, one can spot 14 insects; 3 cocoons, 5 caterpillars and 6 moths, representing the cycle of life, and how it all stops and starts with The Heart.

Hand-cut from a single piece of 120gsm white paper, splattered with red watercolour and ink. Approximately 20 by 15 cm in size.

Made July 2015

All rights reserved - Annemarieke Kloosterhof

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"Vital" A work-in-progress series of paper-cuttings depicting human organisms and body parts that symbolise chronic diseases, malfunctions or infections. Trying to capture the essence of the different diseases people struggle with, and the feeling it gives them, hiding amongst the delicate veins are animals and insects to be found, portraying the delicacy of the human body...

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Artwork inspired by biological electricity - the presence of natural electrical activity in the human body.

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Scatola anatomica realizzata totalmente a mano con intagli e collage di cartoncini colorati. Un percorso all'interno del corpo umano alla scoperta di ciò che accade dentro di noi. Ispirato ai libri di Bruno Munari, è un libro-gioco didattico di Valentina Formisano. Fotografie di Giacomo Ferri, montaggio di Valentina Formisano.

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Rutger Hauer, The Dutch National Ballet and Amsterdam's creative community make brains from people, an Idea Worth Doing.

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TEDxAmsterdam 2011 Human Brain #1 (dress rehearsal)

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Rutger Hauer, The Dutch National Ballet and Amsterdam's creative community make brains from people, an Idea Worth Doing. This is the dress rehearsal of the first human brain in a series of three. See it live: 25th November 2011.

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Feed the Birds - A STEAM Project by Sophie Haworth

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Feed the Birds - A STEAM Project by Sophie Haworth

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As winter draws closer, food for the birds in our local area is becoming scarce. This could be used as a stimulus for a STEAM project, in which children could experiment with our ‘waste and recyclables’ to create a bird feeder for the garden/playground.

Children could begin this project by observing bird activity on the playground, using motion sensors and photographs to map and detect when movement occurs (Discover). From this data, they would be able to determine the frequency of visits to the area, evaluating why this is the case, and predicting how this data might change with the introduction of a bird feeder.

Once at this stage, children could begin to design and construct a bird feeder for their playground, using different recycled to create a product that is both durable, to withstand the winter conditions, and strong, to hold a significant amount of food. Children could work individually or in groups to create the product, with problems such as the product’s water and wind resistance being tested. These problems would encourage pupils to evaluate the suitability of their designs and tweak them to consider how they could be improved to be fit for purpose.

Once the bird feeders have been created, children could repeat the data collecting experiment, to see how their bird feeders have impacted the number of bird visitors to the playground. In the classroom, a bird watching area could be set up and children could take photos of the birds they see visiting their feeders. These photos could then become a stimulus for a piece of artwork or a dance based on what the children have observed from their bird watching post.

On a placement setting, I saw a project similar to this being ran in a Year 3 class. In the corner of the classroom, they had a bird watching station equipped with binoculars and iPads for children to observe the birds and take pictures/videos of them. Every week, these pictures/videos were shown in the class' P.E. lessons as a stimulus for a dance routine that the children were choreographing in small groups.
Having observed part of this project, that ran over the course of a term, I saw how the project integrated into Science, Maths, P.E. and Art and offered a vast range of benefits for both children’s learning and their appreciation of their local environment. The project encourages pupils to use their science and mathematical knowledge to map the frequency of bird visits and explain why these numbers are the case, whilst allowing them to appreciate how they can impact their natural environment through artwork. It is a simple project to undertake in the classroom, but it allows children to develop skills across the STEAM guidelines.

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SLOW MOTION SCIENCE by Simon Pile on iBooks

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Read a free sample or buy SLOW MOTION SCIENCE by Simon Pile. You can read this book with iBooks on your iPhone, iPad, iPod touch or Mac.

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I was inspired by the artist John Sabraw http://www.johnsabraw.com/work/. He uses toxins that are found in nearby streams to produce oil paints that he uses to paint different pictures. It would be a great activity to do something similar with students. It wouldn't necessarily be with the same materials, but they would create art using materials that are created by humans neglecting nature.
This way they can put a focus on a local issue and learn all about with, all while creating an art piece.

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DLAB STEAM what if we could paint with light in the dark

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Another STEM to STEAM idea is focused on the myth of Icarus. Maybe you know the story about Icarus who tried to escape Kreta by creating his own wings, but flew too close to the sun and they started to melt?

Panamarenko is a belgian artist who's obsessed with flying, and ofcourse the story of Icarus. He creates art, drawings, machines so people could fly like birds in the sky. He built a zeppelin, a submarin, balloons, etc.

We could let the children create their own wings. They would have to come up with something that is sunproof and it should be able to make people fly.

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How could we make a painting by only using lights?

A STEM to STEAM idea could be learning about motion with light paintings. The right term would be 'luminography', capturing the movement of light in a dark room by taking a picture of it. Picasso did a couple of Light paintings, making drawings in the air with a small light.

Children could make their own painting, using different techniques to create all sorts of weird light forms and movements.
They will learn about photography and learn about light, and will be able to create abstract art.

It's fun for the students to start a steam project, by telling a story where the main character deals with a problem and only the help of the children will lead to a solution.

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https://www.youtube.com/channel/UCEFROwNzpAVKTjgxBwW_hcw/videos
This is the link to an amazing YouTube channel. This channel provides fun and unique content, using simple tools and everyday gadgets like toothpicks and empty bottles to create amazing technical results.

In one video the creator makes a candy machine with just empty bottles and garbage. In another he makes a little motorcycle using just a battery and some pencils
All these videos are easy to understand and can be redone at home.
They are often adapted to the level of children and can serve as a great inspiration to teachers for STEM to STEAM.

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STEAM week at Bridgewater Primary School

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STEAM week at Bridgewater Primary School

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This morning, we were all busily carrying out our morning work when an alarm went off and a message came up on our board telling us to go to the hall. Everyone in the school went down and we found out that we'd been sent a video from some of the animals and creatures who live in our swale! They were trying to get around but were struggling as we have not been looking after their habitat for them. So this week, it is our challenge to re-design our swale to improve it as a safe habitat for creatures and for us to go and observe them!

Firstly, we learnt all about 6 different canal habitats and created our own presentations to teach each other about them. We need to incorporate at least 2 of these into our new swale design. This is because the Canal and River Trust are running a competition to transform part of a school's grounds into a canal habitat. If we win, they will transform our swale for us and help us to make it better for all of the wildlife living there.

In Year 5, we are focusing on moths this week. We have been beginning to think about why they are important and why we need to attract them into our swale. Therefore, over the week, we will be creating out design with moths in mind!

This afternoon, Simon Merrifield, a moth collector, came into school to tell us all about them, what they need and why they are important. He also showed us some of the amazing photos he has taken of moths in the meadow where he lives. Today, we have set up our own temporary moth trap in the swale to see if we can catch and then record anything. The weather may not be good for this this week, but we are going to try!

What did you find out about moths Year 5?

Tomorrow, we will be using our designing and art skills so keep checking back for updates!

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This morning, we were all busily carrying out our morning work when an alarm went off and a message came up on our board telling us to go to the hall. Everyone in the school went down and we found out that we'd been sent a video from some of the animals and creatures who live in our swale!

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This is an amazing example of a STEAM inspiring attitude brought forward by a secondary school.

Secondary school Kouter in Kortrijk has recently placed a so called "smartflower". (see image below)

Basically this is a simple solar panel that opens up in the morning and follows the sun all day long, like a flower. Not only is it good for the environment, it also shows that renewable energy can be used creatively, to blend in with nature.

As a project for the children, they could first be informed about the potential of renewable energy. There are an incredible amount of fun experiments to do with renewable energy and storing it. For example: did  you know that you can make a light bulb shine with nothing more than a lemon? Talk about storing solar energy in nature...

In a next phase teachers can stimulate their creativity to "design" their own solar panel. Why not build a solar tree that charges smartphones on the playground for free?

The efficiency and technical issues can be discussed and improved. A school might even try to build their own designed solar panel, reducing the cost immensely.

A project like this is rather challenging, but is very stimulating for the creativity and needed for the future generation. They will learn to work in team, learn to design "out of the box" and see the path to a clean, pollution-free world.

To internationalize this project, we can obviously adapt the flowers to the region they are being created (think wind turbines if schools are close to windy seashores).

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One STEM to STEAM idea is the focus on space. After the success of Tim Peake’s Mission to the International Space Station, there are many activities you can link to space. One activity you could introduce is the egg-stronaut challenge. In groups, students should design a space capsule to safely land an egg-stronaut (raw or boiled egg) on the surface of the moon.

Students should be given a set amount of materials they can use (plastic straws, egg boxes, cardboard, bubble wrap, string, plastic bags etc.) and give set rules such as the space capsule should look aesthetically pleasing, be a maximum length, land the right way up and of course, safely transport an egg-stronaut when dropped from a certain height.

In their groups, students should draw their design of the space capsule using an app such as ‘Drawing Desk’ and choose what materials they want to use. Once the design is completed, students should create their space capsule using the materials provided.

Groups should then examine the other student’s space capsules created and predict whether the space capsules will protect the egg-stronaut or not and explain by writing it down on the iPad using the app ‘Book Creator’ including photographs of each space capsule next to their prediction. They can then share their ideas to the rest of the class.

Once predictions are made, the space capsules can be taken outside and dropped one at a time and the students should see whether their predictions are correct. Students could tick (if right) or cross (if wrong) next to their predictions they made.

Depending on the age of the students, you can adapt accordingly e.g. more material options, space capsule fit on landing pad etc. Furthermore, if completing several space related STEAM activities, students could create a guide to becoming an astronaut, taking photographs, and writing reports about their activities on the ‘Book Creator’ app.

The egg-stronaut challenge allows students to develop STEAM skills (Science e.g. predictions; Technology e.g. use of iPads; Engineering e.g. building the structure; Art e.g. design and aesthetics of space capsule; Mathematics e.g. size of space capsule) as well as team building and problem-solving skills.

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An idea for a potential STEAM activity would be bridge building. Firstly, to incorporate the idea of 'experiencing STEAM' children could be taken to visit and look at some different bridges; alternatively they could look at some different photos of various famous bridges around the world. This would aid their enquiry about which materials to select and also link their activity to the real world and would be relevant to the 'discover' component on the Double diamond model, as well as building on the theme of technology outdoors.

Next, during the 'define' phase, the project could be explained in further detail and pupils may use digital devices for further research. Digital technology could be incorporated in the testing of initial ideas regarding the structure of the bridge; for example, the SimplePhysics app allows children to test blueprints for a variety of engineering projects, including bridges, and run a physics stimulation to see if they work or the Truss me app which is perhaps more relevant for older pupils and involves the use of algorithms - these would further the process of scientific inquiry. Specifications regarding the size of the bridge could be provided at this interval, to encourage children to use mathematical skills such as measurement.

Then, the arts aspect of STEAM could be introduced in the 'Develop' stage. This could be again be used to encourage pupils to consider the real life implications and engage in problem based learning. One suggestion of how to involve arts and PBL would be the construction and presentation of a scenario to the children, in which complaints and concerns about the aesthetic of the bridge had been raised by local residents, to encourage them to appreciate not only the STEM components involved in designing a structurally sound bridge but to give equal consideration and emphasis to the art and design aspects. Arts could similarly be included in the planning stage as children draw and model a variety of ideas. Technology skills could be encouraged by the provision of a variety of tools.

During the 'deliver' phase, convergent thinking would be required to produce the final product. The skills involved in this process would predominantly relate to the technology and engineering strands of STEAM, although arts could again be incorporated by encouraging the children to present their ideas and project to the rest of the class, thus developing their drama skills.

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Who better to help teach STEAM than Leonardo Da Vinci?

LDV was not only known for his inspiring art work but also his interest in science, engineering,maths and nature.

A project based on LDV where children can study his art and his mechanical engineering projects, compare similarities and differences then even build their own.

Before creating their own machines, children need to understand the concept of gears, motors and how machines work. This could be through previous knowledge, or experience or built into the initial exploration of LDV; by looking at some of his designs and models, and seeing how they work and how the mechanics differ.

Once children have a good grasp of these concepts, they could be split into small groups and design their own model. This brings out creativity by allowing children to either create something entirely their own or adapting an existing concept. The skitch app could be a good way of adding annotations to a design. Also,using a collage app to see everyone's designs could be helpful to those children that like to magpie ideas.

During the design stage, children use all factors of STEAM. Science for understanding the properties of materials and those core hypothesising and observations skills. Children could test different materials for suitability and hypothesise the outcome beforehand.

Technology for understanding which tools they will need to use and why. Children may also need to learn how to use tools such as saws and hammers safely.

Engineering for understanding how their design will start to form into a real model.

Art for the creativity during the actual design, the use of colour and materials. The children would discuss and explore the use of colour in LDV's artwork and how this colour effects the feeling of the painting. They would then use this experience to choose colours for their own models and explain why blue can make us feel melancholy or cold or yellow can make is feel happy.

Finally, maths for the use of measurements, ratio and scale.

During the actual building stage, there are many options teachers have, dependant on class ability and age. The use of LEGO kits are a great way to make the exercise predominantly child led; this is because most children already have some experience of LEGO and the risks of injury are low. Other options such as just piles and materials and letting the children "get on with it" can also be great options depending on the class. This allows the teacher to observe who needs support and offer either whole class or just small group tips. A limitation of this is that children would need to be fairly independent and need to have good group working skills.

Once the create stage is finished, an extra layer of competition could be added by testing the models for strength or durability.

These tests would also assist children when evaluating their designs/ models.

Pictures of these designs, creations, testing and evaluation could be put into a Padlet/ blog and shared with parents.

All in all, a project on LDV could have many angles and this is just one of those.

During this project, I have turned STEM into STEAM by using the use of colour to link in as a part of the project, not just an add on.

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One STEAM activity that children could engage with is a problem within their locality. An example of this in my locality would be the lack of a bridge strong enough to support animals across a narrow stream with steep banks.  As an activity children could initially use drama to plan and communicate  their solution. Once ideas are demonstrated, then use a programme like Google Sketch Up to illustrate their solution. Ideas could be tested in groups on a small scale.  A photography app could document the progress of the project to turn it into stop motion animation or could be used to review engineering and mathematical concepts before trying to load weight onto the bridge.

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During my most recent placement, I had the opportunity to create a whole day STEAM activity for Key Stage Two children.

I created a scenario that revolved around a missing class mascot. The children were then divided into different enquiry stations and tested different possibilities at the same time. They needed to find out where the mascot was and how it got there without searching for it. Each station had roughly twenty minutes to complete their enquiry after an explanation of each one at the start. Then the children rotated onto the next station to gather more evidence.

The first station was photography station, to document new developments. The children had access to different types of technology (cameras, IPADS and voice recorders). This could also be a green screen station where children use drama to create a news report about the latest developments.

The second station was a chromatography station. The children found a slightly wet letter hidden in the classroom from the mascots assistant giving details of where it was hidden. The children compared ink samples using chromatography. They then could determine which pen belonged to which teacher and therefore who had assisted the mascot. Children also had the opportunity at this station to create a chromatography picture, using the knowledge acquired from the ink sample testing.

The third station was a measurement station where the children measured their height and arm span to determine who could reach high cupboards. They also measured the length and width of different items within the classroom to rule out where the mascot could be hidden.

The final station was a fingerprint analysis station. This mirrored real life procedure and children documented their own fingerprints and placed them on a collaborative display board. They then tried to work out why fingerprints are useful when solving a crime.

All of the stations reported back to the central interactive whiteboard before each transition. They added their findings to an open Prezi slide, uploaded their photos from the technology station and collaboratively used the evidence to determine where the mascot was hidden and by who.
The activity focused on scientific enquiry, technology and accurately using maths to solve the problem. The stations could be adapted or changed to suit the needs of the class.

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My Machine project: children make and test dream machines

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My Machine project: children make and test dream machines

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Using art to build understanding of how planes fly

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Using art to build understanding of how planes fly

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Kid Friendly Big Idea: The 4 forces are at work all around us, not just in flight. Lift, Gravity, Thrust and Drag can be used
to create art and our art can visually demonstrate the 4 forces.
Extension Big Idea: Art materials can be used in an experimental way to discover new ways to communicate.
https://www.edutopia.org/pdfs/stw/edutopia-stw-two-rivers-visual-arts-forces-of-art-unit-map.pdf

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Sharma partnered with Leah Quinter, an elementary visual arts teacher, to teach the physics of flight. Their final product: a large, whole-class acrylic painting that shows the four forces of flight-thrust, lift, gravity, and drag. The painting will be displayed at Reagan National Airport to solve their problem in science: teaching people at the airport how airplanes stay in the sky.

"Particularly in the elementary school, we have a heavy focus on arts integration as it relates to our expeditions-[in depth, content-specific, problem-based learning explorations that are a part of expeditionary learning]," explains Tonia Vines, a dramatic arts teacher. "Twice a year, we integrate social studies or science content with drama or visual arts." Students have 45-minute visual arts classes twice a week for half the year, and then take drama classes for the rest of the year.

"Arts integration is about reaching as many students as you can," explains Sharma. "Being able to have that tactile experience of flinging paint at the paper, or pouring paint down a paper to see how gravity works, it connects what they've learned in art to their everyday experiences, instead of just that one classroom experience."

How It's Done

Start With Research

If you're uncomfortable with your partner's academic or arts subject, try studying the content. "Through researching, you can start to think about ways to integrate," explains Quinter. She suggests that you ask yourself:

Where does this match my subject?

Where does this match my content areas?

What are my goals for my students, and how can we reach those in both subjects?

Plan Together

Share with each other what your standards and learning targets are, look for common goals, and brainstorm topics, guiding questions, and a final art product that can both deepen the academic learning and teach the art content. At Two Rivers Public Charter School, during the three-week orientation each summer, teachers have two 2-hour sessions to co-plan, and when school starts, they have two or three 1-hour sessions during professional development. They continue to plan after school, over email, and via Google Docs. Here is the visual art unit map (PDF) Sharma and Quinter created connecting the four forces of flight to art.

Test Your Plan

Once you've decided on a final art product, make a model. "We believe in testing it first ourselves," says Sharma. "If we're having fun and learning from it, then it might work with our kids. If we're bored, then we go back and start again." Creating a model not only gives you experience with the process but also shows your students an example of what great work looks like and what they're striving for.

Build on Your Strengths and Weaknesses

If you discover a product that resonates with your students, repeat it. "Sharanya and I would discuss the content and what was strong about what we've done in the past, and then where we'd like to push that thinking further," remembers Quinter. "What we were missing was cementing the two classes together and a lot of debrief time." With shorter visual art classes, students spent more time on making art and less time discussing the connection to their science. To reinforce what the students have just learned in art or academics, Sharma and Quinter:

Use common vocabulary.

Use the same reference materials.

Ask their students what they learned that day in the other class.

"She's asking them what they did in art, and I'm asking them what they did in science. That's been helpful," reflects Quinter.

Outside of reflecting with each other, Sharma and Quinter also get feedback on their instructional planning from a group of teachers who analyze their students' work-discussing where their students are in their understanding, what's being assessed, and what next steps Sharma and Quinter can take to better reach their learning targets. (See Analyze Student Work to Inform Instruction and The Power of Vulnerability in Professional Development.)

Integrate the Arts Through Experiments

A common challenge with arts integration is ensuring that you're meeting your arts standards. "It's not just an add-on or something fun at the end," emphasizes Quinter. "It's something that truly deepens their understanding of that content, and also the arts."

"This year, they used the forces themselves to make the art," says Sharma, "where in past years they would draw a picture of that force at work and incorporate that into their final product, which was a booklet incorporating illustrations of the physics."

Along with their collaborative acrylic painting this year, Quinter's class did three experiments:

Three Experiment Ideas

Marble Experiment: Quinter's students started with a copier paper box lid. They put paper, two to three drops of tempera paint, and a marble inside. Students grouped into pairs, moved the lid around, and watched how the marble interacted with the paint.

"We rolled the marble around, and it made the lines of thrust to go forward because thrust means to go forward," explains Paz.

Salad Spinner Experiment: "They placed circle-shaped paper at the bottom of the salad spinner," explains Quinter. "Dripped six to eight drops of liquid watercolor inside, closed the lid, and spun it-their arms demonstrating thrust to power the spinner, and the paper conveying drag lines visible as the paint was pulled. They could go fast. They could go slow. When they opened the lid, they observed what happened."

Waterfall Experiment: In pairs, Quinter's students poured watered-down tempera paint onto paper attached to a clipboard. "They would manipulate the board to see if it would change the reaction of the paint," says Quinter. "What they would often discover is that it did not, that gravity was always pulling the paint down, no matter how they spun the board."

During your experiments, ask your students guiding questions. Ask them what they're seeing and have them explain why. Challenge them -- say, "Is it this? Is it not that?" advises Quinter.

"Before they start doing this in art, they just think, 'Physics has to do with planes,'" explains Sharma. "It doesn't occur to them that physics is actually all around us, and science is all around us. Anyone can be a scientist. It's not just someone who studies science."

Use Artist Statements for Assessment

Have your students show their understanding through an artist statement. "Artist statements are a great way for artists to share what they've done in their artwork, why they've done it, the materials they've used, and how it has changed their thinking or deepened their understanding," explains Quinter. "It's a way for students to present their artwork and their understanding through the artwork."

To create an artist statement:

Step One: Begin by showing your students real artists statements. Have them analyze what does and does not make a good artist statement, and ask them what they should include in theirs.

Step Two: Have your students critique each other's artist statements: What word choices did they use? How did they make their artist statement come alive? In what ways did they describe their artwork?

"The whole point is for the teachers to facilitate rather than direct," says Sharma. "It would be easy for us to say, 'A good artist statement has three sentences that describe the art, and they say something like this....' But in order for them to have ownership over their own learning, we say, 'What makes this artist statement good? What do you think?'"

For each art experiment, every student writes their own artist statement, and they use those critiques to inform their collaborative artist statement for their final product.

"The learning objectives for the artist statement are twofold," explains Sharma. "The first one is a content-based learning target, explaining how the the forces work together to make an airplane fly. And the second is our literacy learning target, using descriptive words and strong adjectives to describe their art."

Jessica Wodatch, Two Rivers' executive director, believes, "It's exciting to see kids who have been stuck on a concept, and all of a sudden they get it. The arts are another avenue to help kids understand something, and they make the classroom much richer."

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Using the Arts to Synthesize Student Understanding | Edutopia

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Sharma partnered with Leah Quinter, an elementary visual arts teacher, to teach the physics of flight. Their final product: a large, whole-class acrylic painting that shows the four forces of flight-thrust, lift, gravity, and drag. The painting will be displayed at Reagan National Airport to solve their problem in science: teaching people at the airport how airplanes stay in the sky.

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Moth Migration Project
I am thrilled to be partnering with Susan Martin at Some Serious Business and to release the official press kit for the Moth Migration Project. For further information, images, and interviews contact: Some Serious Business Susan Martin susan@someseriousbusiness.org. Click here to download the MMP Press Release Kit.

This slideshow requires JavaScript.

Tagged 516Arts, crowd sourced art, crowdsourcing, Linocut, moth crowd source, Moth Migration, Moth Migration Project

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I am thrilled to be partnering with Susan Martin at Some Serious Business and to release the official press kit for the Moth Migration Project. For further information, images, and interviews contact: Some Serious Business Susan Martin susan@someseriousbusiness.org. Click here to download the MMP Press Release Kit.

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greyworld created this ceramic sculpture for World Toilet Day, November 19th, 2012. The Squatting figure, relieving itself in public, was created to raise awareness for the 1.1 billion who...

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STEAM Art Lessons - from Tricia Fuglestad's elementary art room by Tricia Fuglestad | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

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Explore 250,000 objects and archives in Collection Online and discover the compelling stories and intriguing personal histories that lie behind them.

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Until the 5th of novembre, there will be a temorary exposition in Xpo Center Bruges (Old St. John Site). It will be a unique exposition about the inventions of the most famous genius in the world, Leonardo da Vinci (1452 - 1519)
The biggest exposition ever of da Vinci.
Da Vinci was a real genius. He wasn't only a painter, but also a prophet and an inventer with phenomenal perceptions. Imagine something and he probably invented it.

This is a travelling exposition that starts in Bruges and then travels around Europ. The exposition will show 100 models of the inventions and machines of Da Vinci. You will also find more than 100 documents and writings of da Vinci and some of his contemporaries like Michelangelo. All this makes it the biggest expo ever about the inventions of da Vinci!

Each hall has his own theme: aeronautics (helicopter), military (tank), mechanics (crossbow on wheels), measuring instruments (camera obsucra), hydraulics (floating system), architecture (turning points), sketches, scripts and replicas (The Mona Lisa)
Interactive exposition
There will be some inventions made in full size and interactively. The visitors can use the mechanisms and inventions.

The bridge of da Vinci is built in the garden of the historical buildings of Old st. John. The visitors can try to reconstruct this famous bridge with 16 little sticks.

Leonardo da Vinci invent this bridge around 1480 for the army. It would be the Mona Lisa of the bridges. The bridge had to be easy to transport, stable and strong. And it also had to be able to build quickly. The most special feature about the bridge is that no materials, such as rope, nails and glue are required for the construction.

The screens with 3D movies will explain and analyse different inventions and mechanisms.

Teacherdays until the 17th of septembre!

Visit the exposition of Leonardo da vinci, the inventions of a genius! By showing your teachercard, you can visit the exposition for free, accompanying persons pay € 11,50 (instead of € 13,50).

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Xpo Center Bruges programmeert kwaliteitsvolle en aantrekkelijke tentoonstellingen over kunst, cultuur, wetenschap...De tentoonstellingen vinden plaats in een stukje Brugs patrimonium: het voormalige Sint-Janshospitaal beschikt over een divers aanbod aan grote historische zalen en meer intieme ruimtes waar de expo's perfect tot hun recht komen.De hele site biedt voorts alles om een uitstap naar het Xpo Center Bruges aangenaam te omkaderen, zoals fijne restaurants en bistro's, kunstgallerijen en een uniek zicht op de Brugse reitjes.

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piet grymonprez Archives - MyMachine Global

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Monday October 3. London. The Mermaid. 13.30PM. MyMachine co-founder Piet Grymonprez had the pleasure to pitch MyMachine main stage at the Virgin Disruptors 2016 event. The 2016 edition of Virgin Disruptors was based on the theme People Creating Change and hosted speakers on 4 theme's: Purpose, Planet, People and Performance.

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Taking into consideration Americas current hurricane season, with both the effect of Hurricane Harvey and Hurricane Irma. A good STEAM activity is “Nature Raft Craft”. Incorporating Art and Technology within this activity, the children have to design their rafts before creating them, using technology to aid them with efficient designs and the best forms of binding the material with string/thread. When creating the sail, rather than using fabric, the children have to gather different types of leaves and create a collage of leaves for their sail. Throughout the activity children will only be using natural materials apart from string/thread and glue.

After creating the raft, the first test is seeing if it will float, if so potential competition of how many weights can be added to test which boat is the best.

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This topic would be based on the creative arts subject Music, but incorporating the other STEM subjects. The end product during this topic would be to make a musical instrument, exploring different scientific experiments. For example, making music with water and glass jars, either by blowing over the top or using a beater on the side of the glass. Another idea would be to explore vibrations using elastic bands and understanding how the pitch changes when the elastic is tightened or loosened.
Another idea relating to musical instruments would be to make them using recyclable materials. This uses real-life scenarios such as the environment to combine problem solving techniques and ideas.
A way to give this topic a strong technology component could be to use different apps/software such as Makey Makey to create digital music using household objects. Other apps include Magic Piano and the Isle of Tune. Children could also take photos of their designs which links arts (photography) and technology.
I think that giving children the freedom to create their own musical instruments allows them to experiment and be creative, as well as teaching them valuable science, technology, engineering and maths skills.

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Theo Jansen: My creations, a new form of life

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Artist Theo Jansen demonstrates the amazingly lifelike kinetic sculptures he builds from plastic tubes and lemonade bottles. His creatures are designed to move -- and even survive -- on their own.

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Steampunk Robots: A Kitbash Sculpture Unit

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MM_Access_Decision access='false']By Esmé Dawson This resource shows the processes students went through to create a robot sculpture that could live in a steampunk world. The main technique used was 'kitbashing'. Kitbashing is the art of making a sculpture by taking bits out of broken plastic toys or using found and recycled objects.

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The Periodic Table of Elements Presented as Interactive Haikus

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British poet and speculative fiction writer recently got a little creative with the Periodic Table, writing one haiku for each element. Carbon Show-stealing diva, throw yourself at anyone, decked out in diamonds. Silicon Locked in rock and sand, age upon age awaiting the digital dawn.

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A previous project at the Uni of Northampton

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Northampton Inspire | Technology and the Arts supporting a creative primary curriculum

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abstract abstract expressionist action painting Andy Warhol animation architecture art Barry Sullivan BeatEvolve Free BESTEAM Buzzy Sullivan colour and emotion digital art digital treasure hunt Film generative art Gjon Mili greenscreen iMovie inflatable sculpture Interesting Ways iPads Joshua Harris LED mathematics pattern Perlin Draw photography pic collage Pop Art recycled materials science Scratch SoundPrism STEAM STEM symmetry TeachMeet technology Tellagami the arts Thinglink Victorian Art VoiceThread Weavesilk

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Talking about science and technology with comics

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Talking about science and technology with comics by Mathilde Bessert-Nettelbeck and Philipp Schrogel.

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The world around us is full of relationships, rhythms, correlations, patterns. And mathematics underlies all of these, and can be used to predict future outcomes. Our brains have evolved to survive in this world: to analyse the information it receives through our senses and spot patterns in the complexity around us. In fact, it's thought that the mathematical structure embedded in the rhythm and melody of music is what our brains latch on to, and that this is why we enjoy listening to it. It is perhaps not surprising then that there is a great deal of overlap between mathematics and the art that our brain finds so pleasing to look at.

This article is a whistle-stop tour of some of the types of art with a strong mathematical component, or conversely where a mathematical visualisation has an astonishing beauty.

Geometric patterns

The "Flower of Life" pattern

Simple arrangements of mathematical figures, like circles and triangles, have been extensively used in decoration throughout history. For example, the "Flower of Life" can be seen on the Temple of Osiris at Abydos, Egypt, which dates back about 5,000 years. This pattern, as seen to the right, consists of an array of circles positioned in rows, each one centred on the circumference of circles in the neighbouring rows. (This arrangement provides an interesting geometric problem to solve. If each circle has a radius of 1 unit, can you show that the rows are √3/ ₂ apart? Hint: think about the type of triangle formed by the centre-points of three neighbouring circles, and your sine and cosine rules about triangle sides).

Mosques throughout the world are decorated with extremely elaborate geometrical patterns of simple shapes. This is because Islamic art (in contrast to that of other faiths, with their murals, paintings and stained glass windows) traditionally avoids the depiction of people and animals, and instead involves repeating geometric patterns. These regular arrangements are said to symbolise the divine order of the Universe. However, the artist often includes a deliberate mistake in acknowledgement of the belief that only Allah is truly perfect.

The Golden Ratio

The ancient Greeks did some of the finest maths in history - we owe much of our understanding to them. One of the numbers that particularly interested them is known as the Golden Ratio. A rectangle constructed with sides in proportion to the ratio of 1 to 1.618 to 3 decimal places (to be precise, ) has a very interesting property. Removing the largest square contained in the rectangle leaves a smaller rectangle, with exactly the same proportions as the original. This means that you can keep on removing squares to leave smaller and smaller rectangles. Joining up the corners of these rectangles produces a spiral that has been named the Golden Curve due to its graceful aesthetic look.

The Golden Curve

The value 1.618 is itself very curious. It was discovered by the Greeks as the positive solution to the basic quadratic equation x ² - x - 1 = 0. The ratio of successive terms of the Fibonacci sequence, where each new term is the sum of the two previous (i.e. 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89,...), also tends towards this value of 1.618.... This series turns up throughout nature, from the number of petals in a flower, to the pattern of seeds in Sunflowers to the swirl in a Nautilus shell.

The Greeks appreciated the special nature of the Golden Ratio, and thought that objects in this proportion were particularly pleasing to the eye. It is said that they used it to ensure the beauty of statues and architecture, for example in the dimensions of the Parthenon. This practice was apparently passed down through history, so that even the figures in Leonardo Da Vinci's paintings, or Michaelangelo's David are proportioned according to this ratio. You can find out more about the use of the Golden Ratio in art in The golden ratio and aesthetics from a previous issue of Plus.

However, although there is strong support for the presence of this Fibonacci "Golden" ratio in nature, whether Ancient or Renaissance artists really did use it in their work or whether it is only a numerological coincidence is much more contentious. In fact, recent psychological experiments have failed even to show that people have any preference for this proportion, compared to either "thinner" or "squatter" rectangles. There is a very interesting article by Keith Devlin on the facts and fictions of the Golden Ratio in art on the website of the Mathematical Association of America.

Geometric abstractionism

Piet Mondrian was one of the founding members in 1917 of a Dutch art movement called De Stijl (meaning "The Style") or neo-Plasticism. Mondrian's style of painting involved the use of strictly horizontal or vertical black lines to create a grid of rectangles, some of which were filled in with black or white, or vivid red, blue or yellow. You can see an example of Mondrian's work at the website of the Museum of Modern Art in New York.

Mondrian believed that, despite their complexity and variability, natural scenes are composed of basic components and regularity. So he tried to create faithful reproductions by painting only these fundamentals and their relationship with each other, using only the prime colours and elements of geometric mathematics - straight lines, right angles and quadrangles - to create his reflection of reality.

Abstract paintings from graphs

Crossing at the Left Border, by Margaret Leiteritz

Margaret Leiteritz was always intrigued by the graphs in her scientific journals and books about chemical engineering. She was fascinated by the way that a simple line on a graph could represent something real about the energies and motions of the universe, such as combustion or viscosity of a liquid, as well as the innate aesthetic appeal of many of the curves. Between 1961 and 1974 Leiteritz produced a series of "painted diagrams". One piece from this period is named Crossing at the Left Border, which she painted from a graph labelled in the paper only as "Figure 13: Separation as a function of flow rate with plate spacing as parameter". It's amazing that something with such a dry and unimaginative name inspired such a colourful and dynamic piece of art.

Tessellations

M.C. Escher's "Regular division of the plane".All M.C. Escher works © 2002 Cordon Art - Baarn - Holland (www.mcescher.com).

All rights reserved. Used by permission.

Maurits Cornelis Escher (1898-1972) is well known for his graphic art. He enjoyed playing with aspects of surfaces and reflection (including spherical mirrors), perspective, symmetry, and impossible figures such as the paradoxical staircase depicted in Ascending and Descending. He sometimes included polyhedra in the background of his drawings, and was particularly interested in mathematical curiosities such as the Möbius Strip, a surface with only one side. He also produced a great number of tessellating patterns composed of irregular shapes. You may have learned at school that only certain regular polygons can be repeated indefinitely and all fit together without any gaps - triangles, squares and hexagons can make tiles, but pentagons cannot. Escher made an art form out of colourful patterns of tessellating reptiles, birds, fish and even crabs and sea-horses.

Origami

Origami is the Japanese craft of creating wonderful three-dimensional shapes and models solely by folding paper - usually a single square sheet ( ori meaning folded and kami meaning paper). The links between this ancient art and mathematics are profound. If you unfold a finished model you will see a complex geometrical pattern of creases made up of triangles and squares, many of which will be congruent (because they were produced by the same fold). The construction step known as a "push fold" is mathematically equivalent to bisecting an angle.

The regular polyhedra. Image used by permission of Polycell

Maths classrooms are often decorated with models of the nine "regular polyhedra". These are the three-dimensional solids that have every face the same. Five of them are convex, that is, the straight line joining any two points lies entirely inside the solid. These are often known as the Platonic solids: the tetrahedron, cube, octahedron, dodecahedron and icosahedron. The other four were not known to the Greeks, and are sometimes known as the stellated (starlike) regular polyhedra. The classroom models are usually made from card with scissors and glue, but they can also be made by origami. In fact, mathematicians have been able to prove not only that any polyhedron can be constructed by origami, but also that any outline drawn with straight lines (such as a star symbol *, or arrow →) can be cut out from a sheet of paper using a single scissor cut, once the sheet has been folded in the appropriate way.

Anamorphic Art

The Ambassadors (1533), Holbein

"Anamorphis" is a form of art that was first experimented with during the Renaissance and became particularly popular during the Victorian era. It involves distorting an image so that it is unrecognisable unless viewed in the right way. For example, Hans Holbein's The Ambassadors (1533), at the National Gallery in London, contains a skull (symbolising the transience of life) that has been grossly stretched. It only becomes recognisable when viewed from a very oblique angle, by standing practically alongside the left-hand edge of the painting.

Anamorphic art is a good demonstration of the mathematics of transformations. Translations, rotations and reflections don't tend to distort an object in interesting ways, but stretching along one axis (like in The Ambassadors) is a popular method. However, another very striking effect is produced when an image is transformed through an "inverse curve". If the curve used is a circle then the image only becomes recognisable in the reflection of a cylindrical mirror. One good example is "The Well", drawn by István Orosz (1998), which contains a portrait of Escher (you can see a copy of this image and the hidden portrait at planetperplex). The image shown to the left is of an inverted chessboard that only appears normally if a cylindrical mirror is placed in the gap in the centre.

Fractals

A fractal is usually defined as a mathematical structure that exhibits some sort of "self-similarity", meaning that if you zoom in on one, the same type of structure will keep appearing. For example, a fern leaf is built up of leaflets and fronds with the same reiterative structure. They are also often defined as shapes that have fine detail at all scales, and it is this combination of repetition and intricacy that makes them so aesthetically interesting.

When the sensitivity of a complex system to small changes is mapped on the plane, the result is often a fractal. When this map is colour-coded, the result can be strikingly beautiful. The "Lyapunov Exponent" fractal on the left is one example, and you can find out more, and see some more beautiful images, in Extracting beauty from chaos from issue 9 of Plus.

Minimal energy surfaces

A rope hung between two points, like a clothes drying line, describes a particular mathematical curve. It is sagging under its own weight, but is also constrained because the rope cannot stretch much. So the curve produced is a compromise - it sags as low to the ground as it can get. The rope is said to have found a "minimum energy solution" (in this case it is potential energy that is being minimised).

Minimisation problems can also be solved in three dimensions. The spherical shape of a soap bubble is due to all the molecules in the surface attracting each other and pulling the thin film into the smallest possible area. A raindrop on a leaf is under further constraints and the resultant "minimal energy surface" is distorted into a flattened droplet shape.

Mathematicians have used computers to work through the same equations that are solved by nature, but given them much more complicated constraints. The picture to the left shows the surface that would be adopted by a soap bubble formed within a cube connected to its neighbours, if it never popped and wasn't subject to gravity.

Some artists have appreciated the beauty of such forms and incorporating them into their work. For example, Bathsheba Grossman, who has a maths degree from Yale and a Masters degree in sculpture, describes herself as an explorer of the region between art and mathematics. Her "Antipot" sculpture is an example. You can find out more about Grossman and her work at her website.

This article can give only a brief glimpse of the enormous region of overlap between mathematical patterns and processes, and the world of art and aesthetics. A web search reveals many more examples, and it would be well worth keeping your maths hat on when you visit a gallery....

About this article

Lewis Dartnell read Biological Sciences at Queen's College, Oxford. He is in his second year of a four-year combined MRes-PhD program in Modelling Biological Complexity at University College London's Centre for multidisciplinary science, CoMPLEX. In 2003 he came second in the THES/OUP science writing competition, and in 2004 he came second in the Daily Telegraph/BASF Young Science Writer Awards. You can read more of Lewis's work at www.ucl.ac.uk/~ucbplrd.

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The world around us is full of relationships, rhythms, correlations, patterns. And mathematics underlies all of these, and can be used to predict future outcomes. Our brains have evolved to survive in this world: to analyse the information it receives through our senses and spot patterns in the complexity around us.

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Maths2art: using art to teach maths ~ Using maths to create art

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Using art to teach maths, using maths to create art. Ulverston Victoria High School teacher Ms Dobson wrote this site to help teach maths through the medium of art as not all students who are good at maths, like maths

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Last year The Big Draw focused on STEAM so if you scroll back through the blog you can see lots of ideas related to STEAM and drawing.

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The Big Draw - The world's largest drawing festival

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EDI @ AIS -- Engineering, Design & Innovation Sprint Challenge for the Middle School Junior Cohort - make a paper tower to support a stack of books.

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Musical collaboration across borders with #GarageBand #ADE2017 #ADEchat #UK #iPadBand

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Musical collaboration across borders with #GarageBand #ADE2017 #ADEchat #UK #iPadBand https://t.co/Uq0FoXZUkK

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Musical collaboration across borders with #GarageBand #ADE2017 #ADEchat #UK #iPadBand pic.twitter.com/Uq0FoXZUkK
— Eoin Hughes (@_ehughes_) July 20, 2017

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Musical collaboration across borders with #GarageBand #ADE2017 #ADEchat #UK #iPadBand https://t.co/Uq0FoXZUkK

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Musical collaboration across borders with #GarageBand #ADE2017 #ADEchat #UK #iPadBand https://t.co/Uq0FoXZUkK

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Musical collaboration across borders with #GarageBand #ADE2017 #ADEchat #UK #iPadBand

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My Summer Hols #STEAM project starts with a simple activity - Play Dough Circuits to make with kids! #classroomclips #ADE2017 #ADEchat

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My Summer Hols #STEAM project starts with a simple activity - Play Dough Circuits to make with kids! #classroomclips #ADE2017 #ADEchat https://t.co/zHIm0JQ5Ev

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My Summer Hols #STEAM project starts with a simple activity - Play Dough Circuits to make with kids! #classroomclips #ADE2017 #ADEchat pic.twitter.com/zHIm0JQ5Ev
— Faye Ellis (@fayenicole) July 23, 2017

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My Summer Hols #STEAM project starts with a simple activity - Play Dough Circuits to make with kids! #classroomclips #ADE2017 #ADEchat https://t.co/zHIm0JQ5Ev

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My Summer Hols #STEAM project starts with a simple activity - Play Dough Circuits to make with kids! #classroomclips #ADE2017 #ADEchat https://t.co/zHIm0JQ5Ev

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My Summer Hols #STEAM project starts with a simple activity - Play Dough Circuits to make with kids! #classroomclips #ADE2017 #ADEchat

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Inventing with the Everything Machine app

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Inventing with the Everything Machine app

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Do you have a biscuit thief? Use @tinybop's Everything Machine app to scare them off! #classroomclips #ADE2017 #ADEchat #STEAM #STEM

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Do you have a biscuit thief? Use @tinybop's Everything Machine app to scare them off! #classroomclips #ADE2017 #ADEchat #STEAM #STEM https://t.co/8uMN7n9mcg

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Do you have a biscuit thief? Use @tinybop's Everything Machine app to scare them off! #classroomclips #ADE2017 #ADEchat #STEAM #STEM pic.twitter.com/8uMN7n9mcg
— Faye Ellis (@fayenicole) July 29, 2017

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Do you have a biscuit thief? Use @tinybop's Everything Machine app to scare them off! #classroomclips #ADE2017 #ADEchat #STEAM #STEM https://t.co/8uMN7n9mcg

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Do you have a biscuit thief? Use @tinybop's Everything Machine app to scare them off! #classroomclips #ADE2017 #ADEchat #STEAM #STEM https://t.co/8uMN7n9mcg

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Do you have a biscuit thief? Use @tinybop's Everything Machine app to scare them off! #classroomclips #ADE2017 #ADEchat #STEAM #STEM

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A UK resource site

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Each week an artist / scientist tweets about the connections between sci and art in their work.

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Give us your titrated lithographs, your porosity micrographs,
Your scribbled mass spectrometers yearning to breathe free.

What is SciArt? Finding an acceptable answer seems more art than science. SciArt represents an alloy, a hybrid, an estuary, a wide ranging conversation between scientific understanding and artistic appreciation. SciArt might not only mean majestic murals of long dead dinosaurs, but also microbial musicals, celestial silk screens, or choreographed chemicals.

Here at you'll find all of these and more, as we explore the limits of #SciArt.

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Give us your titrated lithographs, your porosity micrographs, Your scribbled mass spectrometers yearning to breathe free. What is SciArt? Finding an acceptable answer seems more art than science. SciArt represents an alloy, a hybrid, an estuary, a wide ranging conversation between scientific understanding and artistic appreciation.

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Exploring the found litter on coastlines

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Exploring the found litter on coastlines

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Jo Atherton collects objects washed  up on the shore and writes about them as well as making art from using them.

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Scouring the British coastline for flotsam, Jo Atherton collects fishing line, netting and other orphaned objects to interpret stories of our time. This website is the home of her popular blog, Flotsam Weaving where she documents her beachcombing finds which contribute to her artistic practice. These signifiers of our anthropocene are curated by the waves before Jo discovers them on the tideline and transforms them into both intricate prints and vibrant tapestries.

To find out more about Jo and her art, please visit her website, www.joatherton.com.

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Scouring the British coastline for flotsam, Jo Atherton collects fishing line, netting and other orphaned objects to interpret stories of our time. This website is the home of her popular blog, Flotsam Weaving where she documents her beachcombing finds which contribute to her artistic practice.

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Karen Young crocheted a row in her Temperature Scarf each day in June to represent the daily temperature in June for #30dayswild