Microbiology (artistic emphasis) Microbiology proved to be the most difficult subject to teach. Both anatomy and botany are extremely visual sciences that artists readily grasp. In microbiology the students often could not visualize an abstract concept. However, developing communication channels and rapport turned this difficult "abstract" science into a subject matter that could be visualized and characterized. Most importantly, the art students felt comfortable with difficult subject matter. In fact, their art work helped the traditional students to better comprehend abstract concepts. Assignment examples: 1. Characterize a bacterial plasma membrane with cytochrome system in situ. 2. Draw a microbiology scene depicting each of the following: (a) infection, (b) sudden death, (c) abortion, (d) diarrhea. Conclusions Initial results, aesthetic and cognitive, of a more holistic approach to science teaching were gratifying. We found that students attended class regularly, were interested in homework, learned new techniques, approached difficult subject matter with a desire to learn, and gained an appreciation for a discipline that most art students possibly would learn to dislike, or at best find only casually interesting. The realization, ART IS SCIENCE, SCIENCE IS ART, generated analytical thought processes within the parameters of science and art not usually associated with the art classroom. Students actually seized these new ideas and became art/science enthusiasts. A majority (73%) of the art majors earned an A or B in all three classes. No students earned a D or F in any of the subject areas. In most cases (82%) the science grades improved the art majors’ GPA when compared to semesters they were not enrolled in science. The spin-offs from this type of teaching are numerous: art students find themselves doodling botanical thoughts; microbes creep into their designs; conversations about art assignments are studded with scientific terms. Self-discipline and adherence to detail in science art assignments increased exactness and crispness in other art class projects. As teachers, we sensed the beauty of science through the art students’ imaginations: a word is translated into a vision; abstract concepts can be observed as well as explained. Art students find themselves becoming friends with "science" students, asking them for advice about an "art" assignment. One student was accepted into an out-of-state degree art program based on his art- science portfolio. Another student wanted to know how many more hours were needed for a biology major, with thoughts of teaching art and science in high school. We are convinced; students enjoy classes that mesh disciplines. Once over the initial fear, art students seem to accept scientific discipline as a part of the course requirements; yet they are free to use artistic discipline in their work. The key to success is building rapport, making individual assignments, giving students freedom to use their art knowledge to formulate ideas and help determine how a concept will be done artistically. We believe the essence of teaching is captured using these teaching methods. A comment often heard in these types of classes is "Mr. Wranosky, what’s next?" Vernon L. Wranosky Kenneth E. Mitchell Biological Science Instructor Art Instructor For further information, contact the authors at Colby Community College, 1255 South Range, Colby, KS 67701. Suanne D. Roueche, Editor February 13, 1987, Vol. IX, No. 4 INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of Texas at Austin, Austin, Texas 78712, (512)471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in part by the W. K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring terms and once during the summer. © The University of Texas at Austin, 1987 Curther qiuniiration ic nermitted aniv hy MEMRER Inctitiution