Page 303 - Cultural Studies of Science Education

22 Bringing the Invisible to Light: Art as Places for Advocacy 277

A more holistic approach to learning about a river ecosystem might be possible
in elementary or middle schools, where the classroom teacher can have a much
easier job of integrating many different subjects and collaborating with colleagues
to teach in multidisciplinary ways. Still, the requirements of accountability and
standardized testing make this kind of thinking only a dream for most teachers in
the present school culture.

Can art offer a way to “know” a river? I think it can to some extent … espe-
cially in the lower and middle grades and with those comfortable with drawing
and painting – field sketching and painting is what I think of when “studying” a
stream using art. I think especially in terms of affective learning where art has
the potential to “bring to light” the often ignored emotional aspects of science.
I remember the places I have painted on site – and those memories tend to be very
positive and often still very vivid. The following picture brings back memories of
cold gusty air and loud traffic from the nearby street. I also remember how much
this picture meant to the owner of that business, a local bakery. She hung it
proudly and used the image on it to display her daily menus. For both of us, this
sketch was more than a representation of a geographical space or means of liveli-
hood. This drawing was a symbol of the kind of relationships we valued and had
formed over time. I had an intuitive sense of how to capture the spirit of the bak-
ery and essence of its Being, beyond the logic of language. This was enhanced by
early morning conversations with the owner, and the smell of coffee brewing and
fresh pastries.