Scientific Illustration: At the Intersection of Art and Science

Over the course of the semester, we approached topics within two main realms: Visible Worlds and Invisible Worlds. For our first project, we focused on the identification of native and invasive insects considered to be pests here on campus; think mosquitoes and stinkbugs! Each student designed a field guide page dedicated to details about these local pests with corresponding illustrations rendered in full detail with colored pencils.

For our second project, we introduced watercolor techniques and used proportion to scale drawings to the appropriate size for an accurate representation of a species. We drew inspiration from our library copy of John James Audubon’s The Birds of America, with prints all rendered to scale. Students then selected a native bird that consumes our local pests to compose with plant life from its habitat. Most of these species have even been spotted right here on campus during our annual BioBlitz. The watercolor bird illustrations are currently on display in the library, surrounding Audubon’s incredibly rare and important books. 

For our third and final project, we looked to the unseen, asking students to create an installation that visualizes the invisible — be it impossible to see with the naked eye, on the inside like an internal organ, or no longer visible from millennia ago. Students explored topics ranging from velociraptors to deep space. They combined facts and data with their own detailed illustrations for visually compelling and intellectually stimulating poster designs.

Throughout the course, we focused on observation and research skills, including finding and citing sources appropriately for both information and visuals. This was all while building on artistic techniques in a variety of physical and digital forms. When we asked students to reflect on the semester, Frankie W. ’25 and Aradeal H. ’26 summed it up nicely: 

“I loved learning more about the importance of color and depth in projects and how we use them to make things more realistic, as well as incorporating that with different types of scientific research and making the two connect.” – Frankie W. ’25

“I enjoyed learning new techniques. I enjoyed having one-on-one time with teachers to go over it, and I enjoyed the projects!” – Aradeal H. ’26

By Meghen Tuttle, STEAM Faculty and Lead Concentration Mentor, and Julie Fisher, Director of STEAM Education and Fine Arts Department Chair