Have you ever wondered what an ancient work of art looked like when it was first created? Or how an artist was able to achieve a certain color or texture? Ever wondered why lighting is different in various galleries? Or how to tell if a work of art is authentic?
If you have asked any of these questions, did you think that science held the answers? From June 21-25, the children’s studio class “Science of Art,” led by Ford Learning Center teacher Penny Selle, tackled those questions and more as students (ages 9-13) set forth on a hands-on exploration of science’s role in art.
The class began with a visit from Nelson-Atkins conservator Paul Benson who talked a bit about what a conservator does and how science factors into his job. Mr. Benson shared with the class a beautiful 300-year-old plate as well as a silver spoon, explaining that part of his job is to answer important questions about the objects. Impressive scientific equipment including x-rays, black lights, and the x-ray fluorescence spectrometer (or the XRF gun) is often used to help determine age, quality, authenticity and composition of art objects—and help identify their value and any needed repairs.
After traveling to the recently reinstalled Egyptian galleries, Mr. Benson revealed the vast array of scientific investigation involved with the objects displayed—and the steps taken to preserve them. For example, careful analysis was needed to safely position Meret-it-es’s coffin upright. Students also saw some equipment used in the gallery to help protect the art from potentially damaging factors such as light, temperature and humidity.
Back in the classroom, students experimented with materials to help illustrate the impact of external factors, including natural and chemical elements, on various objects. Students gathered organic fibers for weaving projects and considered physical changes that happen to substances over time—including when artists are working—such as folding, cutting, burning, stretching, and bonding. They investigated the impact of various solutions (salt water, sugar water, vinegar and bleach water) on paper, wood, and even clay. 
Students realized that a critical part of both science and art is close observation, and they practiced it during experiments as well as gallery visits.
Later in the week, students had the chance to watch a conservator in action: Mary Schafer, who was examining Monet’s Water Lilies. To supplement Ms. Schafer’s talk about chemical properties and ingredients of paint, students experimented with oil and water resisting using Craypas and watercolor paint on different surfaces. They also created compositions using permanent marker and watercolor. Before the watercolor dried, students added salt and watched the chemical reaction force the pigment to separate from binder and solvent and saw the individual ingredients of paint.
The whirlwind week of discovery came to a close with students reflecting on what they learned—and some even planning for the future! In “thank you” notes, they expressed fascination with the science of art and the machines used in conservation. And some expressed a desire to be conservators one day!