The need to get the "Right" answer prevented science students to embrace the excitement of exploring, yet the same students were very innovative in the fine arts class. How might students explore trades, coding, soldering, 3D printing, laser cutting, architecture, and physics by creating a an interactive light sculpture from reclaimed acrylic and communicate science to the public? LEO was born.
Students begin with an ideation and Design Thinking process to plan what this year's sculpture might communicate. An architectural and engineering study determines the forces and electrical needs for safety. Trades like soldering, welding, CNC, laser cutting, coding, 3D design and 3D printing lets students bring their imagination to life. The largest raw materials are cast off pieces of acrylic that were diverted from the landfill that now lives in a beautiful sculpture. The art communicates different layers of science including String Theory, atoms in an electrostatic field, protein receptors of dopamine and viruses to the brain making memories and exploding stars. In this way, the Art is the hub around which all the other branches of STEM are learned. It is impossible to differentiate the borders between any of the letters in the acronym- True, deep Arts Integration into STEAM.
What started as a one off event in a physics class during hybrid learning as we returned from the Pandemic, has now grown to include students from grade 9 to 12, 4 other spin off Art of Science projects combining for 6 international invitations for A in STEAM, appearances at 2 National Science Fairs and 2 NSTA presentations.
We started by finding local artists, trades mentors and local companies who are discarding possible materials. Our first 3 attempts were important small learning fails done by individuals until we found a workable combination of resources that allowed us to scale to a single class. Soon, students were taking their work home, recruiting younger siblings to help build. Then advertise progress.
