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Record Nr. |
UNINA9910767553003321 |
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Titolo |
Approaches for Science Illustration and Communication / / edited by Mark Roughley |
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Pubbl/distr/stampa |
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Cham, Switzerland : , : Springer, , [2023] |
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©2023 |
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ISBN |
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Edizione |
[First edition.] |
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Descrizione fisica |
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1 online resource (261 pages) |
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Collana |
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Biomedical Visualization Series ; ; Volume 4 |
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Disciplina |
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Soggetti |
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Communication in science |
Drawing - Scientific applications |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references. |
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Nota di contenuto |
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Intro -- Preface -- Acknowledgements -- Contents -- Editors and Contributors -- 1: The Importance of Integrating the Visual Arts into the Medical Curriculum -- 1.1 Introduction -- 1.2 Art and Science Are Not that Distant as Thought -- 1.3 Biomedical Illustration Schools -- 1.4 Effects of Art on Learning in the Medical Curriculum -- 1.4.1 Qualities of Art -- 1.4.2 Art Engages People -- 1.4.3 Learning Outcomes and Goals -- 1.4.3.1 Short-Term Goals -- 1.4.3.2 Long-Term Goals -- 1.4.4 Pedagogical Concerns -- 1.4.5 Challenges in Implementing Art-Based Workshops in a Medical Curriculum -- 1.5 Anatomical Drawing Lessons: Physically Observing and Drawing the Human Body within the Medical Training -- 1.6 Integrating Art in the Transfer of Anatomical Knowledge, an Ongoing Study -- 1.6.1 Setting up the Study -- 1.6.2 Developing a Theoretical Framework -- 1.6.3 The Methodology of the Study -- 1.6.4 Prospects of the Study -- 1.6.5 Preliminary Results -- 1.7 Concluding Remarks -- References -- 2: Using Medical Illustration to Improve Understanding of Endometriosis -- 2.1 Introduction: What Is Endometriosis? -- 2.1.1 Is Endometriosis Older than we Think? -- 2.1.2 Societal Impact of Endometriosis -- 2.1.3 Using Medical Illustration to Improve Communication Surrounding Endometriosis -- 2.2 Methodology -- 2.2.1 An Online Resource for Endometriosis -- 2.2.2 Creating the 3D Uterus: Conceptual Idea -- 2.2.2.1 But What Is an Ovarian Endometrioma? -- 2.2.3 Rendering |
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Process and Sketchfab -- 2.2.4 Printing the 3D Model -- 2.2.5 Painting the 3D-Printed Models -- 2.2.6 Creating the Online Resource for Endometriosis -- 2.3 Discussion -- 2.3.1 Limitations and Future Considerations -- 2.4 Conclusion -- References -- 3: Editorial Medical and Scientific Illustration -- 3.1 Introduction -- 3.1.1 Telling a Well-Thought, Engaging Story -- 3.1.2 Early Influencers. |
3.2 Modern Editorial Illustration -- 3.2.1 Use of Symbolism -- 3.2.2 Personification -- 3.2.3 Palette and Style -- 3.2.4 Space -- 3.3 Editorial Illustration Genres -- 3.3.1 Realistic/Literal Scientific Summary Genre -- 3.3.2 Conceptual/Design Style -- 3.3.3 Metaphoric Genre -- 3.3.4 Fantasy or Surrealist Genre -- 3.4 The Editorial Illustration Process -- 3.4.1 Thumbnailing and Mood Boards -- 3.4.2 Audience and Context -- 3.4.3 Conceptualization and Progression Toward a First Draft -- 3.5 Diversity -- 3.6 Beyond the Cover: A Look at the Future -- 3.7 Conclusion -- References -- 4: Current Approaches in Narrative Medical Visualization -- 4.1 Storytelling in Medicine -- 4.2 Narrative Visualization: Theoretical and Practical Foundations -- 4.2.1 Narrative Intent -- 4.2.2 Story Pieces: Data Facts and Visualization Techniques -- 4.2.3 Narrative Structure and Genre -- 4.2.4 Narrator and Story Personalization -- 4.2.5 Evaluation in Narrative Visualization -- 4.2.6 Narrative Visualization in the Sciences -- 4.3 Narrative Medical Visualization -- 4.3.1 Expertise and Audience Involvement -- 4.3.2 Narrative Intent -- 4.3.3 Story Pieces: Data -- 4.3.4 Story Pieces: Visualization Techniques -- 4.3.5 Medical Narrative Structure and Genre -- 4.3.6 Personalizing Data-Driven Medical Stories -- 4.3.7 Credibility in Medical Stories -- 4.3.8 Evaluating Medical Stories -- 4.4 Case Study: Bicuspid Aortic Valve Disease -- 4.5 Case Study: Cerebral Small Vessel Disease -- 4.6 Outlook and Challenges for Narrative Medical Visualization -- 4.6.1 Community-Driven Stories -- 4.6.2 Data Challenges -- 4.6.3 Story Experience Challenges -- 4.7 Conclusion -- References -- 5: Animation for Science Communication: A Description of the Production Process and Contexts for Using Science Animation -- 5.1 Introduction -- 5.2 Why Use Animation as a Communication Tool?. |
5.3 The Value of Visual Storytelling -- 5.3.1 Context -- 5.3.2 Writing the Script -- 5.3.3 Creating a Voice-Over -- 5.3.4 Storyboarding the Script -- 5.3.5 Illustrating the Storyboard -- 5.3.6 Animating the Illustrations -- 5.3.7 Production and Delivery of the Final Animation -- 5.4 Conclusions -- References -- 6: Effect of the Rings: A Visual Story Design Comparing Three Chemical Characters -- 6.1 Background to the Story -- 6.1.1 Historical and Societal Aspects of Human Interaction with Chemical Substances -- 6.1.2 Visual Storytelling Techniques for Communicating Scientific Phenomena -- 6.2 Conceptualising a Visual Story Comparing Three Chemical Characters -- 6.2.1 Visualisation Platforms -- 6.2.2 Brief -- 6.2.3 Concept -- 6.2.4 Detailing -- 6.2.5 Evaluation -- 6.3 Designed Visual Story Prototype -- 6.3.1 Overall Narrative Structure -- 6.3.2 Setting and Technical Components of the Visual Prototype -- 6.3.3 Design Choices for Communication -- 6.3.4 Results of Selective Detailing -- 6.4 Discussion and Implications -- 6.4.1 Evaluation and Feedback -- 6.4.2 Contributions of the Design as a Visual Story for Communicating Science -- 6.4.3 Conclusions and Future Work -- References -- 7: Diabetes Year One, Random Fluctuations, and Mental Goblins: Auto-Ethnographic Pathographies and Medical Comics -- 7.1 Prelude -- 7.2 Introduction -- 7.2.1 Why Comics? -- 7.2.2 Graphic Medicine -- 7.3 A Review of Graphic Medicine -- 7.3.1 Covid Chronicles: A Comics Anthology Edited by Boileau and Johnson (2021) -- 7.3.2 The Bad Doctor by Ian Williams (2014) -- 7.3.3 Coma by Zara Slattery (Slatterty 2021) -- 7.4 Case Studies-My Comics: Diabetes: Year One (2018), Random Fluctuations (2020), and Mental |
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Goblins (with Dave Pickering) (2... -- 7.4.1 Diabetes Year One (2018) -- 7.4.2 Random Fluctuations (2020) -- 7.4.3 Mental Goblins (2020) -- 7.5 Discussion -- 7.6 Conclusion. |
References -- 8: Playing with Science: Games as a Medium of Science Communication -- 8.1 Introduction -- 8.1.1 Definition of a Game -- 8.2 Brief History of Gaming -- 8.2.1 A Note on the Cross-Culturality of Gaming -- 8.3 Types of Games -- 8.3.1 Traditional Games -- 8.3.2 Digital Games -- 8.3.3 Serious Gaming -- 8.3.4 Summary Table -- 8.4 Gaming as a Medium of Science Communication -- 8.5 Games as Educational Tools -- 8.5.1 Ludopedagogy -- 8.6 Science Games Case Studies -- 8.6.1 `Niche´: A High Fidelity Science with Enjoyable Gameplay -- 8.6.2 `Entaglion´: A Traditional Game about Quantum Computing -- 8.7 Gaming within a Science Education Setting -- 8.7.1 Hijacking `Kahoot!´ for Education Purposes -- 8.7.2 `Transcription´ Boardgame: A Game as a Biomedical Visualisation Learning Tool -- 8.8 Indirect Science Communication: Designing a Killer Plague to Save Lives -- 8.9 Driving Interest in Science Ethics through Gaming -- 8.10 Upstream Interactions of Games and Science: Inward-Facing Science Communication -- 8.11 Developing a Science Board Game: `Belly Rumble: a microbiota tactics´ -- 8.11.1 `Belly Rumble´: Playtests and Reflections -- 8.12 Discussion -- 8.13 Promising Qualities of Games for Science Communication -- 8.13.1 Dynamic Complexity -- 8.13.2 Feedback Stream -- 8.13.3 Identity Commonality -- 8.13.4 Incidental Exposure -- 8.13.5 Cognitive Involvement -- 8.13.6 Equity -- 8.14 Shortcomings of Games as a Science Medium -- 8.14.1 Overreliance on Gaming -- 8.14.2 Poor Game Design -- 8.14.3 Sensationalising Science -- 8.15 Reflection on the Arnetta´s Models -- 8.16 Importance of Narrative Crafting -- 8.17 Conclusion -- References -- 9: Increasing Microbiology Literacy about the Public Health Threat of Antimicrobial Resistance Through Art-Science Interactions -- 9.1 Introduction -- 9.2 Literature Review -- 9.2.1 What Is Antimicrobial Resistance?. |
9.2.1.1 Why Is Antimicrobial Resistance Public Engagement and Outreach Important? -- 9.2.1.2 Art-Science Public Engagement Activities and Art Activism -- 9.2.1.3 Gaps in Current Antimicrobial Resistance, Public Engagement, and Outreach Activities -- 9.3 Defining the Key Aim of AMR Art-Science Public Engagement and Outreach Activities -- 9.3.1 How Effective Are Current AMR Activities to Long-Term AMR Awareness and AMR Stewardship? -- 9.3.2 Learning from Ineffective AMR National Engagement Campaigns -- 9.4 Case Studies -- 9.4.1 Case Study 1: Antimicrobial Avengers!-Antimicrobial Resistance, Public Engagement with Comics, and Co-creative Activities -- 9.4.1.1 A Co-creative Approach -- 9.4.1.2 A Graphic Medicine Approach -- 9.4.1.3 Developing the Antimicrobial Avengers! Comics -- 9.4.1.4 Reflecting on the Antimicrobial Avengers! Project -- 9.4.2 Case Study 2: Bacteria, the Future: A Time Travelling Twine Game to Save Hugh-Manity! -- 9.4.2.1 Anthropomorphising Microbes Facilitates Learning -- 9.4.2.2 Gamification as a Learning Tool -- 9.4.2.3 Utilising Pandemic-Driven Online Technology for AMR Education -- 9.4.2.4 Developing Bacteria, the Future: A Time Travelling Twine Game to Save Hugh-Manity! -- 9.4.2.5 Results from users of Bacteria, the Future: A Time Travelling Twine Game to Save Hugh-manity! -- 9.4.2.6 Evaluating Bacteria, the Future: A Time Travelling Twine Game to Save Hugh-manity! -- 9.5 Discussion -- 9.5.1 Comparing and Contrasting Case Studies -- 9.5.2 Proposed AMR Public Engagement and Outreach Framework -- 9.6 Conclusion -- References -- 10: Collaged Creatures: Using Collage Art Practice and Posthuman Ethics to Discuss Bioengineering Hybrids -- 10.1 Background -- 10.1.1 Human Perceptions -- 10.2 Posthuman Methodology and Creative Methods -- |
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10.2.1 Collage and Its Edges -- 10.2.2 Collaging Hybrids -- 10.3 Final Thoughts -- References. |
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