The Art of Science Communication
Using artistic mediums to enhance science education and communication
Botanical studies by Leonardo Da Vinci, ca. 1490.
Image source: Public Domain
“Study the science of art. Study the art of science.”
In modern university studies, there has been a great divide between the sciences and the visual arts, each encouraging specialisation in a single discipline or skill whilst having exceedingly different standards, expectations, and knowledge/skill requirements. While this specialisation has fostered a deep knowledge, understanding, and a high level of skill in a focussed area, it has left behind ways of thinking that used to be integral and integrated in the education and learning of arts and science.
Recently, there has been a push to integrate arts and sciences into undergraduate learning (known as STEAM [STEM + Arts]) to expand the ways of thinking, seeing, and doing by students, enabling them to showcase a suite of skills that are valued both in arts and science, including close observation of the natural world, critical thinking, creativity, and innovation.
Focussing on the applications of artistic thinking and mediums in biological sciences, here I explore the history of art for learning about the natural world and its biology, as well as examining the many benefits and possibilities of this integrated arts/science approach for both formal education and the communication of science to broader audiences.
From the earliest times in human history, art has been a medium through which observations and knowledge of the natural world has been conveyed. Rock art from around the world of long extinct animals and their interactions with humans (fig. 1), to the oldest lunar calendars showing the phases of the moon (fig. 2), to tomb art from ancient Egypt that shows scenes of deserts and marshes to such accuracy that individual plants and animals can be identified to species level (fig. 3). The illustrations of Leonardo da Vinci (fig. 4) and his anatomical studies continue to be an iconic representation of how art can having a lasting impact, and complement scientific research and communication.
Fig. 1 – Lascaux Cave, France
Rock art dated to ca. 17, 000 years BP (before present).
Image Source: Public Domain
Fig. 2 – Aurignacian Lunar Calendar, Europe
Drawing dated to ca. 32, 000 years BP.
Drawing after Marshack, A. 1970; Notation dans les Gravures du Paléolithique Supérieur, Bordeaux, Delmas . Image Source: Solar System Exploration Research Virtual Institute
Fig. 3 – Tomb of Nebamun, Egypt
Marsh scene dated to ca. 3370 BP. Now in the British Museum.
Image Source: Wikimedia
Fig. 4 – The Vitruvian Man
Leonardo da Vinci ca. 1487 CE.
Image Source: Public Domain
More recently, the construction of glass models of marine invertebrates were used by the Blaschka family in the late 1800s to display the colours and soft tissue anatomy that would not often preserve once removed from the water (fig. 5). These models held in museum and university collections are still used for biological studies of these creatures, the models allowing perspectives and examination of minute details that could not be gained from other mediums.
Fig. 5 – Glass models of marine invertebrates Leopold & Rudolph Blaschka, ca. 1871
Image Source: Stuart Humphreys - Courtesy of the Australian Museum
The work of the Scott Sisters (fig. 6), also from the late 1800s, included a collection of beautifully detailed scientific illustrations, valued as treasures and seen as instances of a declining skill in modern science. Scientific illustration continues to be a highly valued skull, yet is rarely taught as part of formal scientific education.
Fig. 6 – Scientific Illustrations from the Scott Sisters, Harriet & Helena.
Image Source: Scott, A.W., Forde, H.S. & Olliff, A.S. 1864. Australian Lepidoptera and their transformations drawn from the life, by Harriet and Helena Scott. Courtesy of the Australian Museum.
The innovation of digital technologies has meant that the use of 3D scanning and modelling has allowed for this integration of art and science (even if unknowingly), allowing the scaling and manipulation (fig. 7) of objects and landscapes never before possible, as well as developing users skills in visual and graphic design and colour restoration.
Fig. 7 – 3D scan of a Nautilius
Image Source: MQ 3D Image Gallery
Programs that have aimed to re-introduce art into science include makerspaces, collaborations between museums and art galleries, and immersive/interactive activities for all audiences, academic and non-academics, among many others. These initiatives have showed that students and participants were more engaged in learning, acquired a deeper understanding and retention of content, displayed creativity, innovation, and developed new perspectives that complemented the analytical style of thinking taught in formal science education. These non-traditional learning opportunities cultivate a lasting sense of wonder and curiosity about the natural world and its study, helping to attract and retain a sustainable workforce of highly intellectual, inspired and creative individuals.
In a science communication format, these same programs and partnerships between science and art can make both disciplines more accessible to a broader audience, making complex and often daunting scientific concepts understandable, letting people learn new things without even realising it, as the innovative programs can be so different from traditional classroom settings.
This integrated approach can also raise awareness of scientific concepts and issues in an engaging and inspiring way that a scientific publication (especially those that are closed access and expensive) may never be able to achieve to broader audiences. Breaking down barriers and perceptions of the ‘elite’ nature of science and education is a significant benefit of these programs.
For scientists who want their research to have wider-reaching impacts beyond the scientific and academic communities, this integration of art and engaging programs may be key.
So, when thinking about the future of your own research, its communication, and impact – could art be the answer?
Science & Art Initiatives to Check Out
Glass Microbiology – Luke Jerram
Glass models scaled up 200, 000 times normal size to make the public consider the contemplate the global impact of different diseases.
Image Source: Luke Jerram
Planet or Plastic? Exhibition
A photographic exhibition by National Geographic showing the impacts of the global plastic pollution crisis.
Image source: ArtScience Museum
Stories and structures: Aboriginal art meets the microscopic world
Microscopy image of moth sperm (left) by Greg Rouse and Witchetty Grub Dreaming by Yuendumu artist Jennifer Napaljarri Lewis.
Image Source: University of Sydney
University of Newcastle, Australia – Science Illustration course
Illustrations by Bernadette Drabsch, Lee Dedman, & Linda Lunnon
Image Source: University of Newcastle
This blog post was inspired by Sarah Vitek
Seminar: Amorphous Spaces and Circuitous Routes 28 April 2021 | Department of Biological Sciences Speaker Series, Macquarie University
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This blog post was originally published on the Perspectives Blog – Macquarie University Biological Science in May 2021.