The Exploratorium requests support for four nationally recognized installation artists to develop scientifically relevant, interactive exhibits that will model the movements of waves, clouds, and flowing water and their interplay on and with the Earth's surface. By manipulating or enhancing the behavior of these simulated elemental forces, changing their scale or the perspective from which they are observed, or slowing down or speeding up their natural processes, the artists can bring out characteristics not easily observed, normally. Cross- referenced to other Exploratorium exhibits, these pieces will form the center of a subset of exhibits on the physics of fluid motion and the interaction of elemental forces. They will serve as a starting point for exploring the physical conditions that can cause and support the natural phenomena modeled by the artists. We will develop two different kinds of dissemination materials: 1) A publication for museum professionals, addressing the use of art in presenting science to the public. 2) Printed guides which will designate environmentally relevant exhibits at the Exploratorium dealing with aspects fluid movements in nature. These new "Pathways" will be intended for children and will be made available to students coming on Field Trips and the general public. They will be produced in coordination with two other Pathways on Energy and distributed in packets entitled "Energy and the Environment."
Over the last decade there has been a proliferation of out-of-school environments that foster building, making, tinkering, and design activities, creating an unprecedented opportunity to engage a wide range of participants in mathematics that is both purposeful and powerful. To date, this opportunity has been almost universally unexploited. The conference, which will take place at and in collaboration with the New York Hall of Science, will gather fifty researchers and practitioners from informal mathematics education and the burgeoning "making and tinkering" movement for two days to collaboratively generate approaches to integrating mathematics in making and design environments and programs. The project, which includes pre- and post-conference activities, will produce a sampler of Math in Making activities, a guidebook, a white paper for research and practice, a retrospective online discussion, and further dissemination of project deliverables. It is funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. Through the conference and pre- and post-conference activities, the project team will: - Initiate and sustain conversations between researchers and practitioners; - Establish collaborations that lead to changes in the way math is framed and highlighted in making and design environments; - Create resources to help people in the making/design community highlight the math in their environments; and - Frame a research agenda to guide studies of mathematical reasoning and attitudes towards math in making and design environments. The work includes an extensive evaluation process of the conference and of pre- and post-conference activities.
What is the anatomy of an “aha” moment? How and why did we evolve to have such experiences? Can we prime ourselves to have them more often? Why should we care? These and similar questions were the recent focus of a cross-cutting investigation by the National Endowment for the Arts (NEA) in partnership with the Santa Fe Institute (SFI). On July 9-10, 2014, the NEA and SFI cosponsored a meeting titled “The Nature of Creativity in the Brain.” Held at SFI in Santa Fe, New Mexico, the meeting engaged a 15-member working group to perform two tasks: (a) evaluate the legacy of creativity research; and
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Art WorksNational Endowment for the Arts
Fusion Science Theater (FST) uses elements of playwriting to make informal science education more engaging as well as educational. FST shows incorporate an overarching scientific question that is asked and then answered by a series of participatory exercises and demonstrations. The shows also use “embedded assessment” of learning, which asks children to “vote their prediction” both before and after these activities. The FST National Training and Dissemination Program had three major goals: (1) To develop and implement a Performance Training Program to train professional audiences to perform
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Madison Area Technical CollegeJoanne Cantor
Westchester Library System, in partnership with Lifetime Arts, ALA's Public Programs Office, and AARP Foundation, will improve, expand, and sustain creative aging programs in public libraries and position libraries as community cornerstones for positive aging. Built on Lifetime Arts' capacity-building model, this initiative reflects new scholarship on the benefits of social engagement and creative expression for healthy aging, employs nationally recognized best practices in arts education, and promotes partnerships between librarians and arts and community organizations. Through the new Lifetime Arts Affiliate Network, up to 150 librarians will participate in in-depth training, receive ongoing technical assistance, participate in a national peer network, and receive support to implement programs in their communities. The program will provide a practical, replicable, and sustainable approach for transforming library services for older adults to align with new knowledge, societal priorities, and collaborative practice.
The “Being Me” program was developed to bring the educational process to life through hands-on learning that promotes children’s awareness of health issues and encourages scientific inquiry in an art-focused curriculum supporting National Science Content Standards (now Next Generation Science Standards, or NGSS). In 2009, the “Being Me” partnership – Children’s National Medical Center (CNMC), the National Children’s Museum (NCM), and George Washington University’s Graduate School of Education and Human Development (GW) – received a five-year National Institutes of Health Sciences Education
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Children’s Research InstituteJohn Fraser