Introduction
On the front wall of my classroom above the chalkboard is a huge Periodic Table of the Elements. The first day of school my Chemistry students look up at this mysterious object and wonder about the symbols and numbers on it. They are curious and somewhat anxious about learning the hidden secrets of this infamous code. One of the questions they pose is where did the elements originate?
This unlikely scenario is like wishing on a star. Most high school students are preoccupied with adolescent issues at best and far too often, complicated adult concerns. Instead of probing questions about the Periodic Table, what they really want to know is does it matter. How is Chemistry in general and the Periodic Table in particular relevant to them?
Numerous Chemistry teachers are desperately seeking ways to hook their students on this intimidating subject. I think it is so important to teach science in a creative way. It is frustrating for students to hear boring lectures for hours each week. This one dimensional approach misleads students. They learn to dislike science and consider it a bland subject. On the other hand, inadequate resources make it extremely difficult to conduct sophisticated scientific experiments.
Creativity flourishes in classrooms where there is a synthesis of many modes of knowing. For example, interpreting the choreography of Alvin Ailey or compositions by John Coltrane involves the process of critical analysis akin to analyzing scientific data or solving a complex math problem. There is always a proverbial hook to capture the attention of students and reel them into the learning experience.
When helium fills balloons it makes them rise, but when it fills an Open High classroom, helium makes students dance (Walters 2004). Beyond the Atom: Interpreting the Origin of the Elements is an imaginative approach to teach students about the birth of matter. In technical terms, this approach combines the principles of Aesthetic Education, Science Education, Emotional Intelligence and Multicultural Education (ASEM). Put simply, this method integrates the performing arts—specifically drumming, dance, and drama—into the Chemistry curriculum. I call this the "3D" process (Walters 2004). For this curriculum unit, I have added a fourth D (4D), namely design, which encompasses the visual dimension.
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