Growing up, I was a dancer – I performed in salsa, swing, and ballroom competitions, trained a little in ballet, and was the captain of my high school dance team. When I went off to college to study physics and math, I never imagined that I would get to bring science and dance together someday.
But in 2017, when I was selected for a science/art residency aboard a ship in the Arctic, my roommate for three weeks in close quarters was Deidre Cavazzi, a choreographer specializing in interdisciplinary dance projects. Deidre was a wonderful companion on the journey we shared, and is now a good friend, so I was delighted when she suggested that she might be able to come to Ireland during her next sabbatical to choreograph a dance piece based on my research in nanoscience. I felt really honoured, because I had seen her previous work based on things like the Fibonacci sequence and banned books and to me, the idea of translating these ideas into physical movement and shape and tempo was fascinating.
So it was very exciting when Deidre came to Galway in autumn 2018, supported by a public engagement grant from the Institute of Physics. She came to my lab, talked with me about my research, and read everything she could get her hands on about nanoelectronics and memristors and novel devices that are mimicking the brain. We got a beautiful venue courtesy of the Discipline of Drama, Theatre, and Performance at NUI Galway, and then for two nights during Science Week we invited people to a free event where I gave a short introduction to nanoscience, and then Deidre introduced a dance theatre piece that explored the same concepts, with images from my research and movement choreographed and set to music by Deidre. The full show was recorded, and you can watch it here:
One of the best things for me about this project was that Deidre asked me if I wanted to be one of the dancers! I had a wonderful time, and seeing how she brought nanoscience concepts to a whole new context was truly inspiring. You can read more about Deidre’s process on her blog here, where she describes her process and her time in Ireland. I enjoyed my collaboration with her so very much, and we are hoping to repeat it again sometime in the future! But I couldn’t actually sum up the project better than this quote, from one of our audience members:
The scientist and the choreographer had understood each other so well… I loved the blending of science and art, I think both can benefit hugely from each other as each has a unique perspective but are trying to answer similar questions.
The Royal Society’s Partnership Scheme is a funding opportunity for UK schools to work in partnership with a practicing STEM professional. Intended to fund projects with an investigative bent and a clear goal to benefit pupils it sounds pretty ideal, doesn’t it?
However, part of the project eligibility criteria states:
Projects must demonstrate an appropriate level of innovation and therefore not be part of continuous project schemes and established outreach programmes.
At first glance this might seem reasonable – innovation is good, right? But the implications that established projects can’t be innovative is actually quite confusing. What’s more, it’s criteria like this that leaves so many otherwise great projects floundering after the first year, unable to ‘bed in’ and establish themselves as anything other than a flash in the pan.
Further down in the judging criteria it states simply that they are looking for ‘sustainability’. Clearly these projects need to have a plan to exist beyond the initial set-up for them to be of use to the communities they’re intended for. And yet without funding to continue the good work a project’s cost must be absorbed by the partners or it will die.
You can’t even re-apply to the Partnership Grant to continue your scheme without changing it somehow. If your investigation takes longer than you thought, engages the students so much that they want to continue with it or requires additional time because of internal or external factors, too bad.
Previous recipients of a Partnership Grant may apply for further funding, as long as the new application is made one year or more after the previous application. All applicants must ensure that the new project is not a simple extension of the previous one and must involve a new investigation.
One of my most exciting and successful partnerships has been growing since 2013. While the project itself has maintained the same aims and content we have been able to slowly build from engaging one after-school club to two primary school classes and finally to our ultimate goal of working with five primary school classes and their feeder secondary school beginning next year. Without the scope to slowly grow this partnership and learn as we went along we never would have reached this point, and I’m sure that’s true of many successful partnerships. The STEM professionals need time to prove themselves trustworthy and capable, and their community partners need to embed the projects within their many other commitments and pulls on their time.
Funders need to understand that partnership working and high quality projects take time. Refusing to consider applications from established projects hurts both those projects and the ones that are successfully funded, for they are soon to become the established programmes now ineligible for further money. Let’s have a culture of support that recognises the need for long-term projects and puts its money where its mouth is when it talks about sustainability.