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.

Eye Dazzler

Next Generation Science Standards

Core Idea ETS1: Engineering Design

ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution

skills applied

  • Software development
  • Manufacturing processes
  • QR Code-Image processing


We have drawn on customary indigenous design and through the use of new materials and technologies created a trans-customary work that challenges the rigid division between the traditional and the modern. By using existing technologies, such as the Mirrix loom (a commercially available stand up loom whose design is based on the Navajo loom), the square glass bead—our pixel, QR Codes, and web-based digital video we created an innovative “trans-customary” Diné textile.  The production of the textile also utilized a software designed by Will Wilson and Josh Sarantitis and written by Greg Barton called TilePile, which is an open source software that enabled Will and Josh to create a million pixel glass mural in Tucson, AZ.

I would suggest researching a pattern or design based traditional artform and then think about making a similar work that incorporated a QR code, in the form of and integrated pattern or design.  Have this QR code link to the students blog, or webpage where they create a short video, audio, or poetic work that lends insight into their process of investigation of the traditional art form.

Artists on STEM
Can you share any differences and/or similarities between artistic and scientific creativity that you may have personally explored by uniquely merging the two in your work?

“I think both science and the arts are manifestations of a creative and yearning mind.  The disciplinary boundaries between art and science have only recently been made so rigid because of the degree of specialization that has arisen during the last century. I believe that with the rise of social/collaborative platforms such as the internet and the exponentially developing ease at which user interfaces are becoming intuitive that these boundaries will once again become porous.”

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

“Certainly, my art practice has been greatly enhanced by the tools that STEM skills provide.  This is how I think about STEM skills, more tools in the toolbox that facilitate the artmaking process. I would add that STEM can be greatly enhanced by incorporating the Arts thus creating a STEAM skillset.”

How has your creative work influenced your use of science or technology?

“Well the first thing I did with technology and art was use Photoshop to make an image of me and my dead brother back together again. We grew up one year apart and he died when I was 19. I Photoshoped us together about 20 years later. This capacity of digital to unite, runs through much of what I do. It turns out there are many logical reasons why digital media or electronics can unite diversity. But I also have an emotional reason.”