Students and teachers can explore the STEM concepts and skills found in the artists work. The STEM Concept tool provides a core idea from the Next Generation Science Standards and illustrates possible ways it has been applied in each artist's work. It also includes artist tips and views on STEM for a personal perspective on their unique STEM + Art connections.


Common Core Math Standards

Draw construct, and describe geometrical figures and describe the relationships between them.

7.G.1. Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.2. Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

AROS Augmented Reality Mural:  This piece was constructed by scaling up a design created on poster board so that it would cover a 12 by 28 foot area of a wall.  A coordinate system was drawn onto the wall using chalk lines, and the figures on the poster board were copied onto the wall approximating the proportions shown on a grid placed over the poster board.

skills applied

  • Augmented Reality Technology
  • Symmetry, Polar and Cartesian coordinates
  • Culturally Situated Math software
  • Communication Technologies


My research touches on so many different ideas or concepts: sacred geometry (math), hip-hop (graffiti, rap, dance, DJing), science, science fiction, game design, film/video, animation, fantasy/dreams, etc. For example, I have been covering the Afro-futurist influence in contemporary art for Art21. The artists whose works I write about are peers and friends. These artists are the same age as I am and are on different tracks but we grew up around similar things, especially in popular culture. What inspired me as a teenager learning from Futura 2000 (hip-hop, soul music, etc.) is what inspired them. We are working from a mutual sense or spirit of the times. As an activity I suggest coming up with a theme, then interviewing peers or friends about their experiences or knowledge of it. Make note of what is the same and what is different. Explore either through writing, sketching or both your own ideas that come out of your research/interviews. Find the apparent linkages or connections to science (sci-fi), math, etc.  Nettrice

Artists on STEM
Has working with science and technology improved your professional career or life and if so how?

My younger sister is a chemical engineer and my mother was a computer programmer (both are black American women). Thus, I am an artist, educator and researcher with a STEM background. In high school I majored in visual arts and a teacher convinced me to take a computer graphics class. Until then I did not know that the same computers my mother used at work could also be used to make art. This class lead to a full tuition scholarship at Pratt Institute in New York City and later grad school and Georgia Tech where I am exploring how digital media (and art) can be used to engage learners from underrepresented minority communities.

What was your experience with STEM in school? What would you change now if you could?

I loved chemistry and biology but hated math in middle and high school. It wasn't until graduate school that I become interested in mathematics, as a bridge to learning and art production. If a teacher had made this connection earlier in my schooling I would have been more engaged and positive about mathematics and technology.

Do you think the arts are as important as science? If so why, if not why not?

Of course! I am an artist, first and foremost. As Leonard Shlain argues the artist is the first member of a culture to see the world in new ways. Social change and transformation without vision is dangerous. We need art to connect the mind to the soul.