"Chemistry on stage"--A strategy for integrating science and dramatic arts

School Science and Mathematics, Dec 1995 by Budzinsky, Fie K

Exploring the contributions of various scientists is a part of most science curricula. Usually these investigations result in the assignment of a traditional research paper, instead why not create an interdisciplinary project where a student lives the contribution? It was this idea that prompted me to eliminate the "traditional paper" and substitute a stage production project (complete with set, costumes and props). The title of this project, "Chemistry Vignettes," sets the tone for the integration of the historical and scientific components of a scientist's life with an art form--a theatrical performance.

Students were required to select and portray a prominent figure in the chemistry field. They also conducted research, wrote a script, and prepared a staged mini-production which included aspects of the scientist's personal life and professional accomplishments. The students' performance must portray, through replication or simulation, the research and experiments that led to a significant contribution of the scientist.

Chemistry students participated in this nine week, third quarter, interdisciplinary assignment. The selected time period for this assignment is important because, at this point, the students have had four semesters of chemistry (two as freshmen and two as juniors) and are familiar with many fundamental chemistry concepts and numerous chemists. An entire quarter is needed because of the time-consuming nature of the project. It should be emphasized that because of the extensive chemistry curriculum, the bulk of the work must be done outside of class. Three chemistry class periods were used to do the following: (a) introduce the project, (b) discuss each student's choice of scientist and scientific contribution, and (c) perform the stage production.

A project like this should be considered by science educators for several reasons. First, by using research skills to merge materials from various disciplines, students are able to look at science from a more global and historical perspective. Second, students learn that no scientist's life can be separated from the culture in which he lived nor the constraints of the age in which he was born. Students are required to demonstrate in their performance the character of these scientists (their personal idiosyncrasies, tragedies, and triumphs) from the mundane to the arcane. They must stage the "chemistry contribution" in an historically accurate setting by using their imagination to convey the research and development limitations of the times. Third, students use their creative potential which is often stifled in the traditional, teacher-centered classroom setting. There are six essential phases to this interdisciplinary project. It is important for the reader to plan each phase effectively.

Phase 1: Curriculum Expectations

It is essential to clearly define the curriculum expectations for this project. Many students are initially apprehensive because the assignment requires long-term planning, independent research, stage performance, peer review, and creativity. However, with a detailed instructional handout which includes specific deadlines for various components of the project their fears are diminished as they immerse themselves in the creative processes required by a task of this nature.

Phase 2: Project Introduction

It is critical that students understand the nature of the project and its educational advantages; therefore, preliminary discussions a held concerning the following topics:

1. Use of the dramatic arts as a science-communication tool as well as an entertainment vehicle.

2. Advantages of learning in an interdisciplinary fashion.

3. Overview of the project, the time frame, and the grading procedure.

4. Process for selecting a scientist and scientific contribution.

5. Review of resources and their locations.

6. Videodisc presentation of actual pictures of scientists (including women such as, Barbara McClintock, Rachel Carson, and Ellen Swallow Richards) historical portraits, lithographs, illustrations, and engravings.

7. Textbook photographs and information on chemistry Nobel Laureates including Marie Curie, Irene Joliet Curie, Dorothy Hodgkin, and Rosalind Yalow.

8. Videotape of some of the previous years' mini-productions.

Phase 3: Student Expectations

There are several student requirements in this curriculum unit. Students must:

1. Design and present a 10-15 minute stage performance from the first person point of view.

2. Submit a stage performance outline including proposed props, set design, aspects of the scientist's life to be portrayed, and scientific contribution to be represented.

3. Submit a rough draft of the skit including specific dialogue with an emphasis on the scientific component of the production. For instance, one student portrayed Joseph Priestly and replicated his isolation of oxygen by the decomposition of mecuric oxide. Another student did some of William Ramsey's experiments on air which led to the discovery of argon.

4. Submit a final typed script with accompanying stage, lighting, and sound instructions.