In an audio interview and this edited transcript, Wyoming Public Radio reporter London Homer-Wambeam interviewed me about an art-science integration paper I co-authored.
In the peer-reviewed article, Poetry as a Creative Practice to Enhance Engagement and Learning in Conservation Science, co-authors and I point to evidence-based examples of how poetry can be a powerful learning, reflection, and creativity-enhancing tool in science classrooms and scientists’ regular practice.
Read the interview transcript here. Read the ‘poetry and science’ paper here.
Exhibit A, from The Autobiography of Charles Darwin:
“[Not being urged to practice dissection] has been an irremediable evil, as well as my incapacity to draw.”
It was actually Darwin’s shipmate on the HMS Beagle, Conrad Martens, who made the sketches best known from that expedition. And, it wasn’t until well after Darwin’s famous voyage to the Galapagos that a publisher sent an artist back to that region with the express responsibility to illustrate Darwin’s observations.
Most publications from Darwin’s era were similarly professionally illustrated, with many of the illustrations based on specimens he collected. However, these illustrations were not Darwin’s own work.
Mind you, Darwin did occasionally sketch, as can be seen in his diagrams of “trees” roughly indicating how organisms were related. And, there are a handful of rough sketches of plant cross sections and geologic formations scattered through his myriad notebooks. But, these few sketches pale alongside the copious volumes of written notes and manuscripts he made.
During the institute, my teaching focus was drawing-based science learning and assessment strategies. We started with basic drawing techniques. I walked participants through a toolkit development session which involved lots of practice drawing.