As a high school student, you will be asked to challenge yourself to represent scientific concepts by creating something. The idea of making something creative can be defined broadly; it does not have to be what you may already think of as traditional ‘art’ (visual or otherwise) but something by which you can express yourself in a way that you choose. This can be represented by painting, drawing, sculpture or modeling, photography, creative prose writing or poetry, culinary art (baking),an installation, a YouTube video (such as stopmotion animation which can be done using any point and shoot camera), a dance, a song or a comic book.
For examples of creations by previous students who took part in this project, please see our Previous Projects page.
You will be helped along the way with this project by mentors who are studying the Sciences and the Arts at universities including UBC and Emily Carr UAD. The mentors are excited to chat with you and help you develop your ideas. These chats take place in an online forum called piazza. You can also ask the mentors questions about their courses and what they enjoy at university, and if you need advice about what to do when you finish school, they’d be happy to help! Check out some of our mentors from last year.
If you would like to engage in this form of science learning you can direct your teacher to our website or have her/him contact us at firstname.lastname@example.org
Here’s what some other high school students (grade 12) had to say about taking part in the Creative Science project:
“The creative project was an awesome way to interpret our knowledge, and help us give a better understanding of things!”
“I think it is a great tool for those who do not learn in the old note taking method we usually use in class. I liked that we got to do something different and explore different methods of learning.”
“The project allowed me to be creative and at the same time learn new material. It allowed me to perfect my knowledge on our biology topic because we were constantly thinking about ways to incorporate all the details.”
The Creative Science program allows for a deepened understanding into the realms of science through different methods…Quintessential [scientific] expressions, formulas and theories are the regurgitations of what science students have to repeat….yet this project does not encompass such premises.”
– Jackson Liang, Author of “Life’s Multitudes”, Shakespearean-style play, 2012
And from some grade 8 students:
“In the end, I would say that I am quite proud of myself. At the start, I knew that I definitely had a disadvantage in art. However, when you put in lots of hard work and effort, you can surprise yourself. Big time!”
– Andrew Yong, Respiratory System in Clay, 2013
“Creativity helps us understand science. It isn’t easy to break the cycle of cold hard information and knowing the answer to come up with something completely new and different. The thinking box is hard to break out of. I learned that I can sit down and do work, regardless of it being difficult, and I can make amazing things. :)”
“I think I am an independent learner and in some cases that seems to be a good thing. Since it was my first time making a comic, I think that it worked out really well. I never knew that I would have the ability to incorporate science with art but I did.”
“The body can be interpreted in many different ways but what always fascinated me was how well it all worked together. I found it so perfect how every little piece made up a bigger picture. These pieces reminded me of a machine which leads to what inspired me to create this. To conclude, the human body is a complex machine of art that is dependent on every piece to keep ticking on.”
– Maya Marino, Body Systems Rube Goldberg Device, 2013