International Journal of Humanities and Social Science Vol. 1 No. 19; December 2011 48 Discovering Physics in an Art Museum Voltaire Mistades Assistant Professor Physics Department, De La Salle University Manila, Philippines. Abstract Beginning Academic Year 2006-2007, De La Salle University (DLSU) implemented the Lasallian General Education Curriculum -- “a set of foundational, formative, and integrative courses intended to inculcate in students a critical appreciation of the diverse fields of human knowledge, their principles and science, and their arts and methods of inquiry” (from the Preamble of the General Education Curriculum). In this pedagogical framework, students are exposed to various modes of learning, with the view of deepening their appreciation and understanding of the subject matter. During Academic Year 2009-2010, the “Istruktura, Iskultura” (Structures, Sculptures) art exhibit at the DLSU Museum provided students taking up their General Education Science Course in Materials Science (Physics Track) [SCIMATP] with an opportunity to relate their learning in Physics with real-life works of art. The paper presents excerpts from the essays written by the students in the SCIMATP course. They were asked to write about their experience during the Museum visit, specifically on “what elements of the mechanical properties of materials did they see in the art pieces on display”. Building on the positive response of the students in the SCIMATP course, the paper presents how art can be integrated in science courses in the Lasallian General Education Curriculum. Keywords: Transformative Learning; Physics; Art Museum; General Education Curriculum 1. Introduction During Academic Year 2006-2007, De La Salle University, a private higher education institution in Manila, Philippines, began implementing the Lasallian (General Education) Core Curriculum. This new curriculum consists of a set of foundational, formative, and integrative courses that aim to “develop in students a critical appreciation of the diverse fields of human knowledge, their principles and science, and their arts and methods of inquiry” (Rapatan, et.al., 2005). The Lasallian (General Education) Core Curriculum is rooted on a transformative learning framework – a process of acquiring knowledge by synthesizing what is known with something that is not known through questioning assumptions, beliefs, and values and by considering multiple points of view, while always seeking to verify truth and reason. This process aims to transform a student‟s beliefs, attitudes, and emotional reactions by providing opportunities for the student to critically reflect on his/her learning experiences. The Lasallian (General Education) Core Curriculum aims to expand the students‟ critical and creative thinking skills by engaging the students in various modes of inquiry. In the new curriculum, students are envisioned to develop knowledge as a result of their inquiry, action, and experimentation. Included in the core curriculum is a six-unit science component that fulfils the requirements of the General Education program. During Academic Year 2009-2010, I had the opportunity to teach the General Education Introductory Course on Materials Science (Physics track) to two sections of LIA-COM students. The DLSU Core Curriculum approaches the teaching-learning process from a wide variety of modes including “l earning by acquiring and understanding knowledge in the various disciplines ... by exploring the relationships among the different disciplines”. Two disciplines that would seem worlds apart would be art and physics, and I thought it would be a good experience for my students to integrate concepts they have learned in the Materials Science / Physics class with their appreciation of works of art. The DLSU Art Museum provided us with a very interesting exhibit to work with to supplement the students‟ research work on mechanical properties of materials and to enrich the in-class discussion of materials that exhibit such properties. During July to December of 2009, sculptures from the Wili and Doreen Fernandez collection, plus additional works from artists (including some National Artists) and private collectors were put together for the exhibit, “Iskultura, Istruktura: Ideas in Mass & Form”. ________________ * The paper was presented during the Third Asia Pacific Educational Research Association (APERA) Conference, November 23-26, 2010, Putra World Trade Center, Kuala Lumpur, Malaysia