Teaching mirrors through paintings: innovative science and art activities

Abstract

The interaction of science and art in making sense of the functioning of nature has brought a rich interdisciplinary perspective to the science teaching process in recent years. Therefore, making connections between the learnings of science and art can make the learning process more qualified and more functional. Mirrors, a common topic in both science and art, illustrate this approach. While students often struggle with light and optics concepts, they frequently encounter mirrors in daily life. Mirrors have also significant roles in art history symbolizing self-reflection, vanity, illusion, and introspection. Understanding art requires scientific knowledge, highlighting the need for interdisciplinary learning. Sample research and activities are needed for such learning process. However, it is also known that existing activities about mirrors are limited. In the light of this information, the aim of this study is to present three STEAM activities on teaching the topic of mirrors through artistic paintings. The activities have details about both the paintings and flow of the teaching. These activities are intended to be a tailor-made resource for 7th grade science and visual arts teachers to utilize in their classes, as well as an example of how science and art can be connected in the STEAM process.