This paper presents the analysis of two activities carried out at Espace des sciences Pierre-Gilles de Gennes in Paris, combining art, science and social inclusion: The Bjork Biophilia educational program, and the KiiCS-Tell your science workshops. In both cases, we explored the benefits of embedding science engagement activities targeting teenagers in a empowering context, in which the scientific content was presented as a starting point for a creativity exercise: a music composition and a short fiction film, respectively. The Biophilia program is a science and music educational activity conceived by the musician and artist Bjork. In France it was organized by the Bjork team in collaboration with three local organizations, Traces, Deuxième Labo and Science Ouverte. The program is based on a mix of science, music, and IT educational activities, revolving around the Bjork Biophilia album, in which all the songs are inspired by a scientific theme (Virus, Dark Matter, Crystalline, etc.). During a week-long workshop, teenagers learn about science and music and end up composing science- inspired electronic music through a purposely built Ipad app. The workshops involved groups selected through an open call (mostly children of artists, designers, scientists), and groups from underprivileged areas of Paris. After presenting the main feature of this artscience workshop, we will develop an analysis of the different reactions of the two groups of teenagers. “Tell your science”, in the framework of the KiiCS EC-FP7 project, involves teenagers from underprivileged areas in a two days workshops. Following a protocol inspired by the Michel Gondry project « L’usine des films amateurs », teens have to write and shoot a short fiction film, based on the encounter with scientists and the visit of a science lab. After a free brainstorming to liberate ideas, dreams, questions on a scientific topic, teens visit a research team, they learn the basics of scenario writing, and shoot a film using tablets. Through interviews with the teen agers, we are observing that free questioning and a final task such as shooting a film, has a very strong effect on the type of interaction they have with scientists, allowing them to combine personal needs and curiosity with scientific knowledge. The results of the evaluation of the two activities is the basis of an action-research on the way arts and fiction can be used to help teenagers build a sense of ownership for scientific knowledge.

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Public Communication of Science and Technology

 

Building an empowered relationship with science
The exemple of Bjork‘s biophilia educational program

Matteo Merzagora   Espace Pierre-Gilles de Gennes

Virginie Thibaud   Espace Pierre-Gilles de Gennes

This paper presents the analysis of two activities carried out at Espace des sciences Pierre-Gilles de Gennes in Paris, combining art, science and social inclusion: The Bjork Biophilia educational program, and the KiiCS-Tell your science workshops. In both cases, we explored the benefits of embedding science engagement activities targeting teenagers in a empowering context, in which the scientific content was presented as a starting point for a creativity exercise: a music composition and a short fiction film, respectively. The Biophilia program is a science and music educational activity conceived by the musician and artist Bjork. In France it was organized by the Bjork team in collaboration with three local organizations, Traces, Deuxième Labo and Science Ouverte. The program is based on a mix of science, music, and IT educational activities, revolving around the Bjork Biophilia album, in which all the songs are inspired by a scientific theme (Virus, Dark Matter, Crystalline, etc.). During a week-long workshop, teenagers learn about science and music and end up composing science- inspired electronic music through a purposely built Ipad app. The workshops involved groups selected through an open call (mostly children of artists, designers, scientists), and groups from underprivileged areas of Paris. After presenting the main feature of this artscience workshop, we will develop an analysis of the different reactions of the two groups of teenagers. “Tell your science”, in the framework of the KiiCS EC-FP7 project, involves teenagers from underprivileged areas in a two days workshops. Following a protocol inspired by the Michel Gondry project « L’usine des films amateurs », teens have to write and shoot a short fiction film, based on the encounter with scientists and the visit of a science lab. After a free brainstorming to liberate ideas, dreams, questions on a scientific topic, teens visit a research team, they learn the basics of scenario writing, and shoot a film using tablets. Through interviews with the teen agers, we are observing that free questioning and a final task such as shooting a film, has a very strong effect on the type of interaction they have with scientists, allowing them to combine personal needs and curiosity with scientific knowledge. The results of the evaluation of the two activities is the basis of an action-research on the way arts and fiction can be used to help teenagers build a sense of ownership for scientific knowledge.

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