Sketching Tip: Sketching your notes at conferences, meetings & in class

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Notes from a training I did in preparation to volunteer for an amphibian monitoring citizen science project in Wyoming.

These tips are excerpted from an earlier article I wrote highlighting many ways that sketchnotes are being used by scientists. The following tips, though, are broadly applicable for many kinds of note-taking situations. Continue reading Sketching Tip: Sketching your notes at conferences, meetings & in class

Sketching Tip: How few materials can you bring?

Sketching any time, any where, gets easier with practice. But planning for sketching helps, too.

I discussed a couple of ideas for planning in the April 2016 newsletter. Those tips focused on paring down your materials to essentials and sketching from photos so you’re a little more familiar with subject matter when you sketch it in real life. Click here to read those tips.

Let’s take those ideas a step further, and figure out what, exactly, to bring along.

Having materials ready means I can grab the appropriate (and/or most convenient) set-up and be ready to go at a moment’s notice. And, having sketching materials along means I’m way more likely to sketch!

Along with some sort of sketchbook, I always have one of the following kits in my pocket, purse, or backpack when I leave the house:

Micro kit: small container with eraser, pencil sharpener, half-pencil, half-watercolor pencils in primary colors, mini waterbrush, and scrap of fabric for a blotting cloth (a corner of an old washcloth works well). This kit is 4 1/4″ x 1 1/4″ x 3/4″, smaller than the palm of my hand. (See top photo.)

Mini kit: Instead of a small metal container, I use a travel toothbrush case. This can hold full-length pen, pencil, a small eraser, half-watercolor pencils, and a mini waterbrush. If I really pack it tight, I can squeeze in a small blotting cloth or a sharpener.

Medium kit: I use a Derwent watercolor tin that has a removable metal tray. This enables me to fill the bottom layer with a combo of full-size and half-size pencils, pens, full-size or mini waterbrush, eraser, sharpener, blotting cloth, and odds and ends. Sometimes that’s all I bring. But, I can also include the removable tray, and layer in a lightweight plastic watercolor palette, enabling me to bring quite a lot of materials in a fairly compact container. The tin I use, when filled and closed, measures 7″ x 4″ x 1 1/2″. (See image below.)

Looking for handy sketching materials of your own?

I have the mini (toothbrush holder) kits and larger kits available for purchase in my online shop! Choose from a lightweight paper-back sketchbook or a hardback sketchbook with multimedia paper; all other materials are consistent in both kits.

Teaching teachers to integrate cichlid phylogeny, resin sculptures, and drawing in k12+ classrooms

The longer I am involved with art-science integration, the more time I get to spend teaching teachers — teaching them how to use drawing in science education.

Cichlid specimen (R) & cichlid sculptural models (L)

It’s an incredible perk of the work I do, as I’ve written about before.

In June, I co-taught a Summer Teaching Institute focused on “Exploring Art & Science.” The institute was organized by the University of Wyoming Art Museum’s Education Curator Katie Christensen, along with Master Teacher Heather Bender, and Artmobile Coordinator Erica Ramsey. Together, they and the rest of the Art Museum team are great advocates and partners for art-science work on campus and beyond.

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.

Continue reading Teaching teachers to integrate cichlid phylogeny, resin sculptures, and drawing in k12+ classrooms

Sketching Tip: Drawing on Windows

This is a simple short cut for situations when you have a complicated landscape to draw, and you don’t feel up to it, or don’t have the time.

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I recommend a wet-erase marker (like the ones that used to be standard equipment when using an overhead projector). These markers will enable you to re-use your window, along with ensuring that your sketch doesn’t smudge (as might happen if you use a dry-erase marker).

The basic idea here is to “trace” the scene outside your window. Really, that’s it. 🙂  What you get from drawing on a window, though, is a bit more nuanced.

Continue reading Sketching Tip: Drawing on Windows

Finding the Creator…and Asking for Permission (Using Images-A Best Practices Primer, Part 3)

This article is the third in a series aimed at helping you enhance your #scicomm and #sciart by avoiding #visualplagiarism. It will do so by laying out some best practices for dealing with images (which are, by their nature) visual intellectual property protected by copyrights.

NOTE: I am not a lawyer, and no part of this article or series should be construed as legal advice. 

Please chime in, in the comments or by contacting me, if you have suggestions for how to enhance this article or the series.


FINDING THE IMAGE CREATOR AND ASKING FOR REPRODUCTION PERMISSION

In the first article in this series, we looked at essential definitions at play when using images and a lot of image use tips. In the second article, we looked at public domain, creative commons, and other free image sources.

In this article, we’ll focus on tips for finding the creator of an image you want to use and asking for permission to reproduce it.

1. Perhaps the most important tip to keep in mind for this article comes from Stephen B. Heard (of the SciComm blog Scientist Sees Squirrel): “An image may be widely reproduced so you can’t tell what’s the original use; or the creator may have a defunct email address, or have a cryptic username with no contact info.  I frequently fail to find the creator.  In that case, it’s simple – can’t find the creator, so can’t ask; so move on to a different image!” Continue reading Finding the Creator…and Asking for Permission (Using Images-A Best Practices Primer, Part 3)