Art and science go hand in hand.
Artists materials have scientific properties or physical attributes, many of which undergo a “change of state” when mixed with other art materials or left to dry. Science concepts taught during Preschool years include 1)Cause and effect 2) Properties of Materials 3) Changes of State. (Kilmer, S.J. 1995)
These concepts are all easily explored with art materials. In later years, science standards include an “Investigation and Experimentation” category that also readily adapts to art. You can also add a science component to any art activity by taking out magnifiers and describing physical attributes, by using your five senses to experience a clay or paint, or by predicting what will happen when combining different art materials – such as crayon resist or BioPutty.
Do you think the paint will cover the crayon? Do you think the BioColor will become a slippery putty? Why or why not? What is your prediction, or hypothesis? Science involves keen observation and inspires curiosity and questions.
Art teaches these science concepts:
There’s so much learning that takes place as a child creates art. Not only do children development eye-hand coordination, but their brain connects to their visual and motor development in ways that help children master real-life skills. Art develops our imaginations and helps us discover new ways to process information.
The problem solving, critical thinking, planning, and adaptation inherent in art-making is much more complex than most people realize. The myriad of art materials and recycled objects that are used in art provide new and different learning as they introduce new problems to solve and new challenges to creative thinking.