Making the Conceptual Tangible: The Role of Art in Communicating Science

This research considers the role of art in finding new pathways towards accessing science, particularly those abstract concepts usually only accessible to people with an advanced algebraic vocabulary. Concerns have been voiced in both science and education communities regarding the effective learning, teaching and communication of science. A strong desire has been expressed in respect of improving the educational experience in learning and communicating science for young learners and the wider public. This has been especially noted as possible, desirable and essential through the language of art (Braunde and Reiss, 2019; Kirkby, 2020; Breslin, 2021). Actively exploring the overlap between science and art and their potentially complementary languages, this research investigates how abstract concepts can be made tangible through visual and aural stimulation. The research question is posed, ‘Can Art Enhance the Communication of Science?’ Kinetic and static sculpture, printmaking and performance art are employed to demonstrate selected scientific phenomena visibly and audibly, e.g., wavelike behaviour, celestial forces, harmonic ratios or resonance. The artworks each encompass two or more tangible aspects such as shape, pattern, scale, sound, resonant frequencies, and motion, to illuminate abstractions through examples of their physical manifestation. For example, pendulums swinging with rhythmic integer-related harmonic frequencies are compared with much higher audible frequencies with the same integer relations manifesting as pleasing musical intervals between two tones. To assimilate the extent to which art can contribute to the communication, understanding and enjoyment of science topics, feedback is sought through exhibitions of the artworks. Responses are captured and analysed. These include the degree to which interest has been stimulated, curiosity aroused, and communication aided. Through aesthetic appeal, the artworks aim to maximise observation, questioning, and critical thinking, while adding extra dimensions in learning that offer an appreciation of the wonder of science. The longer-term goal of this research is to progress and promote conversations with scientists, education policy makers and the wider public concerning the merit of including art in aiding the communication of science. Such conversations will bring to the broadest forum the value of art in its uniqueness, breadth of language, immediacy and power of communication by visibly and audibly shedding light on physical phenomena and enabling the potential for greater success and enjoyment in learning.