Bringing Art to High School Science Lessons

Contemporary issues, ranging from climate change to the increase in antimicrobial resistance, require interdisciplinary solutions that weave technical knowledge of science with soft skills such as collaboration, communication, and creativity. However, traditional methods of teaching science aren’t always conducive to building these skills, leading to a “soft skills gap” among STEM students and often creating an unwelcoming environment where many students who initially intended to pursue STEM change their major out of frustration. At the high school level, this manifests as students becoming disengaged, saying things like “I’m not a science person” or “I’m never going to use this.”

One solution I’ve successfully used as a high school science teacher is incorporating art into my chemistry and biology classes, a paradigm known as STEAM education. This concept is not new: According to Google Trends, interest in STEAM education has been steadily rising since the early 2010s.

Research has shown numerous benefits of STEAM across contexts. For example, among third-grade students, combining art with the maker philosophy (a practice where students collaboratively design and create objects) promoted self-efficacy, motivation, and the acquisition of knowledge in different disciplines. In seventh- and eighth-grade science classes, this same approach boosted engagement and self-reflection. A blend of 3D computer modeling and mathematics has been used in high school to construct Anishinaabe arcs to enhance understanding of Indigenous knowledge.

Creating Tangible Learning Tools in Biology

Science classes often have a high barrier to entry, requiring students to combine abstract concepts with quantitative reasoning. Biology in particular is notorious for detail-heavy diagrams that can be overwhelming. One strategy I have found success with is having students create models of biological entities using modeling clay or Play-Doh, sewing, or crocheting.

Creating physical models using easily moldable and workable materials such as clay and fabric allows students to visualize structures in biology that are very unfamiliar to them. This has been particularly helpful for understanding the morphology of certain microorganisms as well as distinguishing between cells in the human body, and it tends to be more engaging than simply viewing an image or video.

Not all students will be proficient in sewing or working with clay, but this can serve as an opportunity rather than an obstacle. It allows teachers to set up groups where students who have more experience in art may serve as leaders, boosting their own confidence by viewing science through an artistic lens.

Some processes in biology, like the flow of genetic information, are highly abstract, yet they still lend themselves well to this approach. Free resources on teaching genetics by having students make protein bracelets, demonstrating protein structure with folding paper, and making origami models of viruses as well as 3D printing files for enzyme structures, are publicly available. Origami in particular is a cost-effective way to model the structure and function of cells and molecules. These activities all serve to introduce concepts that are fairly complex in a visually appealing way, where students can actually create an object to represent their learning.

Creating Art with Chemistry

Chemistry is frequently excluded from discussions of how to implement art in science, since the typical conception of chemistry involves performing reactions in test tubes and beakers. However, in my chemistry class, my students have created biodegradable paint as a way to demonstrate an eco-friendly chemical reaction and understand the scientific basis of color, light, and how to name compounds. They have written secret messages using turmeric, a common spice, by changing its pH.

They have also created moldable biodegradable plastics that can replace traditional plastics. Altering the ingredients allows students to create other biomaterials, such as kombucha leather and bioconcrete. All of the necessary ingredients are non-hazardous and found at your local supermarket, although caution must be used when heat is applied.

These activities, while more expensive than the resources listed above, help spark discussions about environmental sustainability and break up the tedious grind of a traditional chemistry curriculum, which rarely involves making tangible objects. Finally, similar to enzymes in biology, molecular models can be 3D printed for both general chemistry and organic chemistry. Classrooms without a 3D printer may use toothpicks and gummy candy to model covalent bonds within molecules.

STEAM as a Gateway to the Broader Scientific Community

High school science classes often feel disconnected from the wider scientific community, since many students doubt their ability to contribute to scientific research and communication in a meaningful way. However, there is more to the scientific community than peer-reviewed journals, conferences, and science fairs.

In my microbiology class, my students create “agar art,” where they grow colorful bacteria on agar plates. These agar plates contain all the nutrients needed for bacterial growth while also acting as a canvas. In the process of making art, students learn about bacterial genetics and biotechnology, developing skills that are commonly used in clinical and research laboratories. Many agar art kits can be found online, from more expensive, all-inclusive kits that are appropriate for AP Biology or upper-level biomedical classes to less expensive yet fully functional kits that even allow printing of bacterial art on fabric.

Once this agar art has been made, photographs can be submitted to the American Society for Microbiology Agar Art Contest each fall, allowing students to share their biological art with the international community. There are also contests at colleges such as Brigham Young University and the University of Puget Sound. Other works of art may be submitted to competitions such as Celebrating Art, where my students have published paintings of pathogens, and the Bow Seat Ocean Awareness Contest for art related to the environment. Lastly, students may choose to upload their work to a digital portfolio via Canva, Behance, or other sites, allowing them to track their own artistic and scientific progression throughout the year.

Adding yet another consideration to teaching can feel stressful, but incorporating art into science curriculum can be both impactful for students and sustainable for educators. In my own experience, students tend to find making art enjoyable and an engaging way to express their own creativity, collaborate, and develop their unique voice.