Worth A Thousand Words

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Beauty is in the eye of the beholder. Unfortunately, the beauty of science is often confined to the eyes of those who do it, hidden behind mounds of technical data and impermeable prose. Yet visual scientific imagery represents the most direct form of science communication, one that can have a powerful impact on both scientists and non-scientists: consider the famous picture of Earth taken from the surface of the moon, or the intricate complexity of the DNA double helix.

The BioArt competition, launched by the Federation of American Societies for Experimental Biology (FASEB) in conjunction with their centennial in 2012, aims to bring the artistic side of science out into the open. Scientists submit images or videos generated in the laboratory that are both visually magnificent and scientifically significant. To emphasize the theme of science communication, each entry must include a caption that describes the image or video in language relatable to a general audience. An important caveat is that each entry demonstrates research supported by federal funding.

The 2013 winners consisted of ten images and two videos, developed using both classical and state-of-the-art imaging technologies. Included are two entries from ASBMB members.

William Lewis from Emory University School of Medicine won for his image of an amyloid plaque viewed via polarized spectroscopy.

FASEB BioArt Entry From William Lewis, Emory University School of Medicine

Image courtesy of FASEB

Meanwhile, Douglas Cowan and James McCully from Harvard Medical School, were recognized for their fluorescence image depicting the cellular architecture of rat cardiomyocyte cells.

FASEB BioArt Entry from Douglas Cowan and James McCully, Harvard Medical School

Image courtesy of FASEB

The winning works of art have been displayed at several public locations, including the Visitor Center on the National Institutes of Health campus.

NMHM Science cafe poster

They were also highlighted during the Medical Museum Science Café this week in Silver Spring, Maryland, an event sponsored by the National Museum of Health and Medicine. Other opportunities for public display are currently being developed.

So are these images beautiful? See them with your own eyes.

For a full list of winning entries, please visit: http://www.faseb.org/About-FASEB/Scientific-Contests/BioArt/Winners.aspx

Thanks to Shaila Kotadia (@shpostrapheaila) for help writing this post!

Science + Dance = Educational Art

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Today we have a guest post from ASBMB Science Policy Fellow Shaila Kotadia, who writes about her experience combining science and dance.
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Throughout history, science has influenced the arts. In fact, many famous artists were also famous scientists. For example, Leonardo Da Vinci is known for the Mona Lisa and The Vitruvian Man. In this vein, science and dance are a seamless collaboration. One of the most famous early examples is a dance from 1971 that depicts protein synthesis. After a lull for a few decades, there has been a recent strong resurgence of using science as inspiration for dance.

Science and dance have resulted in many creative ventures. My first introduction to the field was the collaboration between David Odde and Carl Flink, both at the University of Minnesota, to model molecular movements. David Odde’s work captured my interest for two reasons: 1) one of his lab’s concentrations was on microtubule dynamics during mitosis, or cell division, which overlapped with my scientific interests and 2) his use of dancers to model microtubule assembly and disassembly in the cell, which overlapped with my hobby of dancing. The idea of combining the two seemed so clever, and it was fascinating how accurate it could be for predicting actual cellular processes. Thus, this was a great source of inspiration for me to initiate my own science and dance mission.

I wondered how dancers would solve the biological problem I was studying. My work involved extremely long, stretched chromosomes and how the cell had to adapt to this abnormal phenomena in order to preserve the integrity of the genomic information. In other words, how did the cell coordinate division with chromosome segregation? I wanted to see how the dancers would have solved this problem as compared to the biological solutions that had been discovered. For example, in the Sullivan lab at UC Santa Cruz where I held a postdoctoral fellowship, it was discovered that Drosophila, or the fruit fly, neural stem cells change their shape and elongate to accommodate the long chromosome that lags at the division plane. Perhaps the dancers would have solved this phenomenon in a different way and thereby, open my eyes to a new discovery.

To my advantage, I was taking ballet classes at a studio with junior high and high school students and my ballet teacher approached me about choreographing a piece. As I began preparing to work with the young dancers, I realized I first had to teach (or at least refresh their memory) about mitosis. This led me to wonder how creating a dance based on a scientific concept could be used as an effective teaching tool for students. I wanted to involve the dancers in generating the choreography, so I decided that an iterative process would work best. During our first session, I explained mitosis and how I captured cells dividing live in my own work in the lab. I broke the girls up into three groups, representing the three cellular structures important in mitosis, the chromosomes, the microtubules, and the cell membrane. From there, we worked together on each mitotic stage. I would give some details about the science and my ballet teacher and I would suggest some dance moves that might capture the movement while maintaining the art of dance. Once the dancers had completed the stage by working together in their groups, they would perform the part for me and I would pare it down or give comments. Quite quickly, we had a completed dance that allowed the girls to better understand the nuances between the mitotic stages and have fun dancing and choreographing.

The most amazing part of the back-and-forth method was watching the students understand the scientific concepts, help each other, and then translate the science into dance moves. This even led to them asking more in-depth questions beyond the basics of mitosis. Perhaps my favorite quote was from Ashlyn Fletcher who said, “I wish I had paid more attention in class!” All the while, I decided to (amateurishly) video the whole process to give other scientists an idea of how the method worked and to showcase the final product for anyone who could use it as an aid to better understand mitosis. An added bonus is that it turned out to be a visually appealing dance!

As the arts are becoming more and more integrated into science, technology, engineering, and mathematics education and the combination of science and dance are becoming more well-renowned and popular, I plan to continue on this great avenue with local choreographers to inspire young students to love science while creating beautiful dance. My positive experience teaching simple yet sophisticated scientific concepts has also encouraged me to revisit my original intention of using dancers to predict outcomes of biological problems. I also discovered that these projects make wonderful gifts, as evidenced by my goodbye dance to my postdoctoral adviser based on his postdoctoral work. Motivated by his reaction to include the video in his scientific presentations to explain his studies, I would love to consult with scientists to help them choreograph a dance based on their individual projects. Feel free to reach out and we can pursue any one of these avenues or pave an unexplored path in science and dance!

I would like to acknowledge Dancenter owner Ruth Fisher for allowing me to pursue this project in her studio. In addition, I want to thank Christina Martin, the faculty member at Dancenter (and a wonderful ballet teacher!) who gave me the opportunity to choreograph and for assisting me with the dancers. Of course, the dancers were the most integral part of the process and they were an amazing group of girls to teach and dance with: Maria Abrego, Kari Adams, Samantha Brocamontes, Ashlyn Fletcher, Arden Gautieri, Taylor Gautieri, Fiona Grishaw-Jones, Olivia Locatelli, Nicole Martinez, and Kira Mathiessen.

Follow Shaila on Twitter: @shpostrapheaila