Lila Finch, PhD.

Luminous Science is a curricular approach that supports transdisciplinary learning between art, science, and computing. Students participating in the Luminous Science approach create dynamic representations from sensor data obtained from a classroom garden in order to investigate and explore the biological phenomenon. The representations students create are uncommon to both science and art classrooms because their representations can simultaneously be an artistic expression, an investigation into the phenomenon and materials, and a scientific model.

We developed this approach to address challenges of the currently siloed nature of schools and to create stronger affinities between the values and practices of art, science, and computing education. Luminous Science connects the disciplines in ways that enhance them beyond what they would be individually, creating spaces that accept expanded ways of thinking and learning.

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This project was started as an exploration through several prototype lantern structures that could be used as representations to support science investigations and artistic expression.

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Goals of the Project

Traditionally siloed disciplines limit accepted practices and values. For example, representational practices in science education often limit students to producing a small number of canonical representations (e.g. bar graphs) and in art education there is a tendency to teach traditional genres of art (e.g. portraits). Most art classes do not have students make art about data and in science class using art skills to display or understand data is not valued.

With Luminous Science we envision the designing of new representations by students that integrate and value art, science, and computing practices, knowledge, and skills. Moreover, we aim to create science and art education experiences that are truly transdisciplinary in nature, where identities, practices, and values are interwoven and equally valued. The Luminous Science experience provides a context in which to learn computing skills and practices in support of artistic and scientific goals. We think of art, not as a way toimprove learning but that it is learning, that is, not in service of the science but instead expanding what is possible within the disciplinary spaces. We imagined learning experiences where many sense-making and representational practices are simultaneously supported. 

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See example student projects.

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This project was supported by gifts from Oracle.