Parallel Play: The Art of Science & the Science of Art

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.

Parallel Play was created as an integral component of Marquette’s Biology class, Creative Problem Solving. This cross-disciplinary course teaches STEM (Science, Technology, Engineering and Math) students to embrace divergent thinking as a path to innovative problem solving. Through art-based activities and small group interactions with artists and STEM faculty, the class emphasizes the similarities between the creative processes of scientists and artists. The class is team-taught by Dr. Deanna Arble, Assistant Professor, Biological Sciences and Lynne Shumow, Curator for Academic Engagement, Haggerty Museum of Art.

Featuring work from the Haggerty’s permanent collection, Parallel Play is divided into four sections that coincide with the scientific method—clarify, ideate, develop and implement. Through the exhibited art pieces, connections have been made between the work of artists and scientists with a special emphasis on the essential elements of scientific research—rejection, revision and the formulation of new ideas. Parallel Play aims to demystify the process of innovation across disciplines and to illuminate the multiple routes of discovery and interpretation that art has to offer.

Support for this exhibition is generously provided by the Stackner Family Endowment Fund.