Artosphere II - EU 2010 Science in Society Bid Proposal There is a major categorical flaw in the way we commonly think about scientific and technological

research as being outside the major cultural flow, as something only for specialists. ArtOsphere hopes to

influence and challenge such a view: we must appreciate and produce science and technology just as we

do literature, music, and the arts. They are part of the cultural core of our era and must become part of

general discourse in a profound way.

During the period Jun-Sep 2009, MetaConcept has created a consortium of European partners to apply

for an EU grant (Culture 1.1) to fund Artosphere project (Artosphere I) that aims to catalyse the

Science Art through a nomadic umbrella project that involves a mobile art venue, exhibition, workshops,

performances, residencies, etc. (Annex1)

MetaConcept wishes to complement the funding of Artosphere project (Artosphere II) through the EU

2010 Science in Society (SiS) Work Programme and specifically SiS-2010-3.0.3.1 aims and spirit of

which presents a strong convergence with our project’s.

This paper presents our bid concept

Analysis of the Call

Public perception of Science and Technology

Science, to most people, seems to embody the ‘pure’ sciences taught in colleges and universities and

researched in quiet and unobtrusive institutions. Very few realize that connections may exist between

scientific research and the teaching of science on the one hand and the many practical and seemingly

obvious advantages of applicable advances in science, on the other. Technology is more clearly

perceived and assessed. Technology, in the public mind, is associated with engineering.

The importance of enhancing the public understanding of science and its potential applications has

grown in recent times; the fact that many disciplines of modern science can only be undertaken with a

considerable investment of public funds, imposes on its practitioners a major responsibility to

SiS-2010-3.0.2.1

Science is a creative process but it is not perceived as such especially by young people and the contribution of science to cultural development is not self evident Aim: Mobilise a multidisciplinary arts and science consortium to engage collaboratively a target population (s) (that can be quantified among young people at school, youth organisations, adults, parents) in at least 10 Member States in activities that uses art to address educational aspects and perception of science Expected impact during the duration of the project

• To foster better cooperation between science and the arts

• to broaden the public's perception, knowledge and understanding of science and of scientific breakthroughs.

• To promote science-art approaches and actions that make possible dialogue with a new and wider audience.

• To change perceptions about the processes through which progress is made in science, technology and mathematics.

• To highlight the intrinsic creativity in order to broaden the appeal for studies in the corresponding disciplines among young people at school

• to strengthen the links with innovation, and to reinforce the notion of scientific culture. • The action should have significant wider benefits across Europe beyond those accruing directly to

project participants.

communicate in a clearly understandable manner the results of studies that may have a direct societal

impact.

Perception of Science for youth in Schools

the Relevance of Science Education (ROSE) project designed by the University of Oslo. The survey that

covered most of the European countries is an attempt to listen to the ‘student voice’ in science

education. We present here the findings of the Rose Survey for Ireland for it’s representative of

the overall responses in the EU

� The reasons why students are turning away from the physical sciences are not to be

found solely, if at all, in the nature of the school science syllabuses or teaching

methodologies. Tempting as it is to change the nature of science education in schools in

the belief that it is the way to change students’ outlook on the physical sciences, history

suggests it is unlikely to be successful

� There is a clear need for science-based industries to be more proactive in raising their

profile and the profile of science as it connects to humans

� The key matter is placing the personal/human relevance of science at the heart of

science education, rather than creating and maintaining a curriculum that sees its major

concern as the development of the theoretical framework of the sciences

� For many students the level of interest aroused by a practical is snuffed out by the level

of theory with which the practical becomes entangled—and interest is not converted into

motivation.

� We need to improve students’ understanding of science as a body of knowledge and of

its powers and limitations if they are to better understand themselves as human beings

and appreciate their place in the world around them. Perhaps one step in that direction

would be to listen to, and respond to, their interests as reflected in their responses to

the ROSE questionnaire.

Results of Rose Survey

A. What I want to learn about How interested are you in learning about the following?

The themes of health, sex, genetics, natural disasters and the origin of life, space and the universe are of greatest

interest to students

A40. How to exercise to keep the body fit and strong

A37. What to eat to keep healthy and fit

A7. How the human body is built and functions

A34. How it feels to be weightless in space

A38. Eating disorders like anorexia or bulimia

A11. How babies grow and mature

A39. The ability of lotions and creams to keep the skin young

A8. Heredity, and how genes influence how we develop

A10. Birth control and contraception

A9. Sex and reproduction

A29. Deadly poisons and what they do to the human body

A23. How meteors, comets or asteroids may cause disasters on earth

A6. The origin and evolution of life on earth

A26. Epidemics and diseases causing large losses of life

A27. Brutal, dangerous and threatening animals

A33. The effect of strong electric shocks and lightning on the human body

A22. Black holes, supernovas and other spectacular objects in outer space

A42. How radiation from solariums and the sun might affect the skin

A41. Plastic surgery and cosmetic surgery

A1. Stars, planets and the universe

A25. Tornados, hurricanes and cyclones

A20. How animals use colours to hide, attract or scare

A13. Animals in other parts of the world

A12. Cloning of animals

A46. How X-rays, ultrasound, etc. are used in medicine

A35. How to find my way and navigate by the stars

A32. Biological and chemical weapons and what they do to the human body

A24. Earthquakes and volcanoes

A43. How the ear can hear different sounds

A36. How the eye can see light and colours

A14. Dinosaurs, how they lived and why they died out

A18. How radioactivity affects the human body

A31. Explosive chemicals

A28. Poisonous plants in my area

A16. How people, animals, plants and the environment depend on each other

A30. How the atom bomb functions

A5. Clouds, rain and the weather

A21. How different musical instruments produce different sounds

A44. Rockets, satellites and space travel

A4. How mountains, rivers and oceans develop and change

A45. The use of satellites for communication and other purposes

A19. Light around us that we cannot see (infrared, ultraviolet)

A3. The inside of the earth

A15. How plants grow and reproduce

A2. Chemicals, their properties and how they react

A47. How petrol and diesel engines work

A48. How a nuclear power plant functions

A17. Atoms and molecules

B. My future job How important are the following issues for your potential future occupation or job?

It is apparent that both boys and girls are keen to make use of their individual talents and to seek personal

involvement and some degree of autonomy in their future careers

Neither boys nor girls are looking for ‘an easy option’, even though about half of them regard science as a difficult,

demanding subject

One very crude message that the report sends to science educators and business alike is to consider carefully the

brand image of science

B15. Working with something I find important and meaningful

B9. Using my talents and abilities

B16. Working with something that fits my attitudes and values

B13. Making my own decisions

B25. Developing or improving my knowledge and abilities

B2. Helping other people

B1. Working with people rather than things

B17. Having lots of time for my family

B12. Having lots of time for my friends

B26. Working as part of a team with many people around me

B23. Having lots of time for my interests, hobbies and activities

B19. Working at a place where something new and exciting happens frequently

B20. Earning lots of money

B11. Coming up with new ideas

B14. Working independently of other people

B10. Making, designing or inventing something

B18. Working with something that involves a lot of travelling

B8. Working artistically and creatively in art

B3. Working with animals

B24. Becoming 'the boss' at my job

B4. Working in the area of environmental protection

B22. Becoming famous

B5. Working with something easy and simple

B6. Building or repairing objects using my hands

B21. Controlling other people

C. What I want to learn about

How interested are you in learning about the following?

C13. Why we dream while we are sleeping, and what the dreams may mean

C11. Life and death and the human soul

C15. Thought transference, mind-reading, sixth sense, intuition, etc.

C12. Alternative therapies (acupuncture, homeopathy, yoga, healing, etc.) and how

effective they are

C8. The possibility of life outside earth

C9. Astrology and horoscopes, and whether the planets can influence human beings

C6. How mobile phones can send and receive messages

C14. Ghosts and witches, and whether they may exist

C10. Unsolved mysteries in outer space

C16. Why the stars twinkle and the sky is blue

C4. How cassette tapes, CDs and DVDs store and play sound and music

C17. Why we can see the rainbow

C7. How computers work

C18. Properties of gems and crystals and how these are used for beauty

C5. How things like radios and televisions work

C3. The use of lasers for technical purposes (CD players, barcode readers, etc.)

C2. Optical instruments and how they work (telescope, camera, microscope, etc.)

C1. How crude oil is converted to other materials, like plastics and textiles

D. Me and the environmental challenges

To what extent do you agree with the following statements about problems with the environment (pollution of air and water, overuse of resources, global changes of the climate etc.)?

D10. People should care more about protection of the environment

D12. I think each of us can make a significant contribution to …

D7. We can still find solutions to our environmental problems

D15. Animals should have the same right to life as people

D14. I am optimistic about the future

D18. The natural world is sacred and should be left in peace

D2. Environmental problems make the future … look bleak …

D6. I can personally influence what happens with the environment

D9. Environmental problems can be solved without big changes in …

D5. I am willing to have environmental problems solved even if …

D17. Nearly all human activity is damaging for the environment

D11. It is the responsibility of the rich countries to solve …

D16. It is right to use animals in medical experiments …

D8. People worry too much about environmental problems

D4. Science and technology can solve all environmental problems

D3. Environmental problems are exaggerated

D13. Environmental problems should be left to the experts

D1. Threats to the environment are not my business

E. What I want to learn about

How interested are you in learning about the following?

E8. Cancer, what we know and how we can treat it

E10. How to perform first-aid and use basic medical equipment

E11. What we know about HIV/AIDS and how to control it

E9. Sexually transmitted diseases and how to be protected against them

E12. How alcohol and tobacco might affect the body

E31. Biological and human aspects of abortion

E13. How different narcotics might affect the body

E32. How gene technology can prevent diseases

E23. How my body grows and matures

E14. The possible radiation dangers of mobile phones and computers

E7. How to control epidemics and diseases

E42. Phenomena that scientists still cannot explain

E16. How to protect endangered species of animals

E5. What can be done to ensure clean air and safe drinking water

E40. Inventions and discoveries that have changed the world

E21. New sources of energy from the sun, wind, tides, waves, etc.

E15. How loud sound and noise may damage my hearing

E2. How the sunset colours the sky

E41. Very recent inventions and discoveries in science and technology

E34. Why religion and science sometimes are in conflict

E24. Animals in my area

Medicinal use of plants

E20. How energy can be saved or used in a more effective way

E3. The ozone layer and how it may be affected by humans

E35. Risks and benefits of food additives

E39. How scientific ideas sometimes challenge religion, authority and tradition

E4. The greenhouse effect and how it may be changed by humans

E38. Big blunders and mistakes in research and inventions

E22. How different sorts of food are produced, conserved and stored

E29. The first landing on the moon and the history of space exploration

E28. How to use and repair everyday electrical and mechanical equipment

E30. How electricity has affected the development of our society

E27. Electricity, how it is produced and used in the home

E6. How technology helps us to handle waste, garbage and sewage

E19. Organic and ecological farming without use of pesticides and artificial

fertilizers

E36. Why scientists sometimes disagree

E26. Detergents, soaps and how they work

E17. How to improve the harvest in gardens and farms

E25. Plants in my area

E33. Benefits and possible hazards of modern methods of farming

E37. Famous scientists and their lives

Symmetries and patterns in leaves and flowers

F. My science classes To what extent do you agree with the following statements about the science that you may

have had at school?

One thing is certain: school students’ experience of school science is not solely responsible for these opinions—their

perceptions of science in general are also of importance

F16. I would like to get a job in technology

F14. I would like to become a scientist

F15. I would like to have as much science as possible at school

F5. I like school science better than most other subjects

F9. School science has made me more critical and sceptical

F3. School science is rather easy for me to learn

F4. School science has opened my eyes to new and exciting jobs

F11. School science has increased my appreciation of nature

F6. I think everybody should learn science at school

F1. School science is a difficult subject

F12. School science has shown me the importance of science…

F2. School science is interesting

F13. School science has taught me how to take better care of my health

F10. School science has increased my curiosity about things…

F7. The things that I learn in science at school will be helpful…

F8. I think that the science I learn at school will improve my career

G. My opinions about science and technology To what extent do you agree with the following statements?

Students responses indicate an overall positive attitude to science and technology, perhaps tinged with an accurate

awareness of the reality of present circumstances

Students are positively disposed towards science and technology in general but are far from convinced of their ability

to effect change in relation to some fundamental issues

G2. Science and technology will find cures to diseases such as HIV/AIDS…

G3. Thanks to science and technology, there will be greater opportunities…

G1. Science and technology are important for society

G16. Scientific theories develop and change all the time

G4. Science and technology make our lives healthier, easier and more…

G12. Science and technology benefit mainly the developed countries

G11. A country needs science and technology to become developed

G5. New technologies will make work more interesting

G6. The benefits of science are greater than the harmful effects it could have

G10. Science and technology are the cause of the environmental problems

G7. Science and technology will help to eradicate poverty and famine…

G15. Scientists are neutral and objective

G13. Scientists follow the scientific method that always leads them to…

G9. Science and technology are helping the poor

G8. Science and technology can solve nearly all problems

G14. We should always trust what scientists have to say

Concept Graph

In our approach, we not only look at improving the perception of science through art but also

at improving the perception of art, a creative process that doesn’t shy away from exploring

scientific and technological concepts and theories that are impacting our societies.

Changing conceived ideas and wide public perceptions takes time to produce tangible results,

which means that an stratgey aiming to achieve such goal has to be initiatied during the

project And continue beyond it. Any such approach must be comprehensive and inclusive of both

actors of change and target audiences at several levels:

Actors of change are artists and art teachers

o Experimental Artists if their number grows, it can have a knock-on effect on the public

perception. But they lack the necessary training in scientific methods and technological processes

for only few institutions and organisations offer support for such activities.

o Art teachers can have an important impact on the perception of young people at

schools but the mainstream art education institutions don’t provide science-art curriculum.

Target audiences

o General public: Science art must me at reach of this audience and transgresses the

‘traditional art space’s – Neither art nor science museums are fit for exhibiting science

art because of their own exclusive nature. A dedicated space, conceived to showcase the

art and science convergance can play an important role in changing the public

perception on science and would highlight its relevance of science in the contemporary

culture.

o Young people According to ROSE project findings listed above, any science art

outreach program should address the personal/human relevance of science, improve students’

understanding of science as a body of knowledge and of its powers and limitations. Engaging

science youth organisations in shaping such

1. Horizon – Nomadic Academy of Science and Technology Arts

Horizon Academy is a learning, sharing, mentoring, networking, benchmarking and

empowering alternative science art education that will evolve continuously to inclusively

address experimental science and technology art practices & practitioners, whether already

existing or as yet inconceivable, whether professional or not, and whether formally recognized

as Art forms and Artists or not so, on a public-benefit basis into the future. The nomadity of

Orizon derives from the fact that it is embedded in the nomadic Artosphere project

Horizon Academy real asset is the Artosphere project network represents hundreds of

cumulative years of independent cutting-edge practices, networking and development of a

variety of science and technology arts.

Horizon Academy will share the ethos of experimental arts and contemporary critical theory.

Its program will include areas like nano-bio-info-cognitive technologies and arts, immersive

art, light and sound art, experimental moving image, interactive performance art, site-

specific arts, collective projects with different communities.

Horizon Academy will work molecularly with artists, researchers, groups and with molar-

structured institutions (academies of arts, R&D institutions etc). The teaching body will

include both art practicioners and scientists, while the program will involve hands-on training

on the use of scientific methods, procedures and protocols, and will address the latest

advacements in science and technology and

Capacity, Duration and Venues

The proposed duration of any given Horizon Academy edition is 3 months period and follows

Artosphere own schedule and locations

• Catania (Sep-Dec 2011) ,

• Maribor (Mar- Jun 2012),

• Guimaraes (Sep-Dec 2012)

• Prague (Mar-Jun 2013),

• London (Mar- Jun 2014)

Classes will take place in one of the host city universities in order to allow the participant

artists their immersion in scientific environment and their full access to labs and facilities;

Simulateously, Quantum START Lab will provide the Academy participants with state-of-the

art S&T instruments.

The capacity of Horizon Academy will depend on the availability of resources (space, staff,

equipment) at the host institutions, A preliminary objective would be to train 60 participants

in each edition.

To acheive this goal, we aim to engage with individual departments and research institutions

in host cities and act as a catalyst for a closer collaboration between these art and science

worlds.

Participants

o 20 artists drawn from alll Europe

o 40 Art teachers drawn from the national chapters of INSEA, the International Society

for Education in 20 European countries.

With 6 legs programmed, we hope that by 2014, the overall number of trained people would

be 240 art teachers, or an average 12 from each of the 20 participant European countries

forming core teams that will be instrumental in training younger generations and hopefully

will initiate a move toward the integration of experimental science art in the main stream art

education.

Exemple of programming

Weeks 1-3 Weeks 3-6 Weeks 6-9 Weeks 9-12

Department of Physics G1 G2 G3 G4

Department of Biology G2 G3 G4 G1

Department of Mathematics G3 G4 G1 G2

Department of ICT G4 G1 G2 G3

Participants per Group – 5 artists + 10 art teachers

The molecular structure of Horizon enables it to invent dynammically its own fields of art

exploration to keep up with the development of science and technology and their art

practices, those would include:

- Singularity and transhumanism

- Technologies of time and space and ecology,

- cybernetics and insect-research,

- poetical-political aphorisms and post-humanistic ethos, etc.

- Ethical Technologist -The Internet, Communication, Biotechnology Ethics and the future

of humans and technology. Genetics, Cloning, General Biotechnology

- Blogging Digital Ideas and storytelling, Creating digital identities of historical or

narrative detail, using audio and video to support theme and ideas.

- Digital narratives Students - Live Video Mixing and Performances. Under the

supervision of the workshop leaders, participants will learn to create and develop a live

video patch for

- Green and Sustainable/Eco Arts

Workshops will include invited and contributed talks as well as hands-on activities by guest

science artists. Example of activities would include

- Math Art Workshops that will provide an exploration focusing on some special cases of

what may be characterized as algorithmic mathematical art and its applications. The

objective is promote potential fusion between mathematics, computer science, art and

visualization, leading to measurable consequences for various practitioners in

mathematics, art, education, and sciences.

- Biology Art Workshop Activities will include DNA extraction and fingerprinting, genetic

engineering, selective breeding, plant and animal tissue culture and basic tissue engineering techniques.

- Arts & Technology Workshop will encourage creative expression in high tech mediums.

It fosters cross-disciplinary communication between artists and technologists from a

wide spectrum of backgrounds. Activities will include Robot creation, video creation and net art.

- etc

2. Quantum: Nomadic Augmented Reality Interactive Multi Purpose Art Installation:

Designed by Franz Fischnaller, this is stand alone mobile eco-sustainable interactive

installation and a networked and augmented reality multi-purpose interactive container and

show case facility to display artworks and installations.

Structurally designed to suit multi-purpose uses, QUANTUM serves as a physically-

augmented, high-performance iconic model with a technological framework with tailored

customized design to user-specific solutions and multipurpose uses configurations and needs.

The installation is a mobile flexible structure that can be transporters and reconfigure upon

use and function. Equipped with high tech facilities and conferences, rooms will be multi user

tech spaces, versatile systems for image generation and projection, 3D projection rooms,

technological structures which combine virtual reality with a wireless motion capture system,

and high-speed networking for both local and remote sites.

“Deeply rooted in a cohesive and sustainable outer-space-eco-environmental design,

QUANTUM Vision is based on the premise that sustainable environments require not only

sustainable design, and human and social sustainability but also a new paradigm for

sustainable arts”. Franz Fischnaller

QUANTUM concept derives from the power of the paradigm shift in both art and science and

the opportunities emerging from their intersection with design, mobile architecture,

sustainable technology, interactive media, networking, mobile locative media, human-

networking interfaces and creative-social environments. Serving as both an iconic-artistic

structure and a networked eco-techno-environmental-container, QUANTUM was

designed as a stand alone digital-immersive and communicative artwork as well a multi

purpose nomad art container and showcase facility to display artworks by cutting edge artists

and new generational authors, researchers, designers and producers works of whom focused

on the convergence of art & culture / science & technology. QUANTUM installation was

conceived according to specific technical requirements that optimize a multi-purpose

use and modular configuration for Nano-Bio-Info-Cognitive (NBIC) Arts installations display:

an innovative flexible design in a mobile architectural framework.

Figure 1 Artosphere Immersive Dome View

QUANTUM installation is conceived to maintain high quality programs and artistic activities

with a finger on the pulse of trends throughout the year. The program will be continually

updated in the different fields of interest providing visitors with new science-art experiences.

It will allow for a wide range of thematic possibilities which in time and through programming

can be adapted, recomposed and morphed into the most interesting and innovative

presentations and exhibits. In this way, QUANTUM will continue to capture the attention and

interests of visitors.

Quantum mission is (1) to provide a creative space for authors, artists, producers,

institutions, researchers, companies and groups who are creating, solving, proposing,

developing, and actively participating in the evolution and development of art and cultural

innovation; to create an engaging artistic eco-sustainable collective and interactive place

where visitors, regardless of their cultural or professional backgrounds can enjoy, explore,

learn, share, discover, and be inspired by cutting edge forms of art at the convergence of

culture / science & technology and where they can express, interact and intervene with the

space with their own creativity and communicative skills; (2) to use digital art technology in a

more sensible communication tool and to explore the opportunities offered by advanced

information technology in order to support natural interaction between human beings and

digital systems in an artistic environment; (3) To enable creative and interdisciplinary

physical/local and or networked/ remote collaboration, highlighting the various relationships

shared among artistic cultures, involving people at multiple locations in a single matrix

container; contributing to the mutual understanding across cultures, artists and innovators.

Figure 3 Quantum Installation Frontview

The Installation measures on the Ground Level 37x25 meters, reaching a total height of 10

meters and is divided on three levels. The Lot area occupied by the structure is approximated

of 1.100 Sq. Meter, The Structure is composed of the Central Structure and four tubular

Structures attached to it in a rotation of 60 degrees each other. This tubular structures can be

mounted all 4 of it or they can be mounted also on different orders, or in case of budget- or

space requirements, mounted only in part. All the structure is conceived to be modular

depending on the variety of each traveling exhibit.

INSCITE, Interactive Nano-Bio-Info-Cognitive Arts Exhibitions

Figure 4 Quantum Topview

Bio Art Tunnel

For works by artists who work at the micro level, exploring microscopic and genetic world, at

the macro level of plant and animal behaviour, or at the level of ecology focussing on

interacting systems or on the body and medicine both in observation and manipulation

Phenomena Art Tunnel

For works by artists who explore the nanotechnology, that’s the manipulation the atomic

world (nanotechnology) work with radioactive material (ii) natural phenomena such as vortex,

water and smoke, wind currents, rippling sand and magnetism

Info-Cognitive Art Tunnel

Math Arts: spans a range of topics stretching from scientific visualization and imaginary

universes to higher-dimensional geometries and fractals.

Communications Art stages physical presence at distance, telescopes the immediate and

the delayed, focuses on the playfulness of inter-activity, combines memory and real time, and

encourages a detailed study of human social groupings

Digital art - computer art, net art, digital installation art and virtual reality

Kinetic Art Tunnel

For Robot art and art that contains moving parts or depends on motion for its effect. The

moving parts are generally powered by wind, a motor or the observer.

START Lab.

The Science & Technology ART Laboratory will provide resident science artists with a space to

create Quantum Specific installations and exhibitions. It will be fitted among others with

Nano-bio instruments.

Immersive Dome

Annex

Artosphere I ArtOsphere is an umbrella nomadic organisation that runs a variety of activities including Residencies,

Workshops, Lectures, Exhibitions, visual and performing arts Festivals. ArtOsphere's objectives are to

exhibit, document and make known the work of European artists, researchers, and scholars interested in

the ways that contemporary arts interact with science and technology, and to create a forum and

meeting places where European artists, scientists, and engineers can meet, exchange ideas and where

appropriate collaborate. Those objectives will be achieved through a dedicated nomadic art venue and

touring interdisciplinary programming, it intends to promote, influence and catalyse this convergence

within the European creative communities through commissioning Nano-Bio-Info-Cognitive Arts (NBIC),

collaborative works and interaction with wider public. Artosphere will explore the rise of consciousness

and identity through six themes - building blocks, natural world, engineered world and imaginary world,

ethics & aesthetics and future identity. It will be touring Catania, Maribor, Porto, Prague, Leiden and

London. QUANTUM, the specially designed nomadic venue will host, in each city, a 3 –months’

programme of events: NBIC site specific Art installations, Science-Art workshops and lectures, festivals

of interactive music, interactive performance, immersive arts, dance film and science as well as Lab

open doors for science artists. Exhibition content will be derived from works created through artists in

residence programs and online collaborative platforms. Artosphere will promote collaboration between

S&T institutions and artists, popularise S&T through art, support and enhance the public view of

contemporary art, provide the European audience with a built-for purpose nomadic venue to showcase

the latest art experimentation and produce an interdisciplinary artistic programming that bridges the

gap between various forms of art.