Session 9 – ORALS

A solar eclipse is one of many visually striking astronomical phenomena. In fact, astronomy is largely thought of as a visual science since astronomers often use sight as the primary mode of interpreting data. Multimodal observations are useful for interpreting data at a higher sensitivity or broader range, as well as, a way to create more inclusive methods for non-visual learners to observe and analyze data.
LightSound was developed as a sonification tool for the blind and visually impaired community to observe a solar eclipse. Using Arduino components, we designed a device with a high dynamic range light sensor that outputs sound based on light intensity. The handheld device can also connect to a computer so that data can be collected and processed at a later time. The devices were designed to be low cost (~$60) so that they can accessible to many people.
We have written detailed instructions, in English and Spanish, on how to build the device. The instructions are available online along with open source software tools that were developed for collecting and plotting data. We have designed lesson plans, which are also documented online so that teachers can reproduce the lessons with minimal development time and it can remain sustainable. Using the LightSound to sonify data not only benefits blind and visually impaired students but also adds another way for non-visual learners to observe and analyze data.
One LightSound device has the impact to reach many people. A single LightSound can be connected to speakers during a solar eclipse to broadcast the sound as the eclipse is happening. These devices are also excellent teaching tools for a classroom or outreach program. They create an interactive way for all students to engage in learning about astronomy. LightSound devices have been used during three solar eclipses to date. They were first used during the 2017 North American solar eclipse and then in 2019 we received an IAU100 Special Project grant to build and distribute twenty devices across Argentina and Chile for the 2019/2020 South American Solar Eclipses. Most recently, five LightSounds were built and used in the 2019 Malaysian Solar Eclipse. One device can impact an entire classroom or community event.
We have held workshops to train participants on how to build and use the LightSound with the goal of future sustainability. Looking to the future, we plan to continue to hold workshops to grow the community of LightSound users. Through community input and participation, we can expand our resources to make solar eclipse events more accessibility to people around the world and ensure that our classrooms have resources for non-visual learners to succeed.

I will review the experience of building the revised versions of the devices LightSound (LS) and Orchestra (OS). The LS transforms the light intensity into different tones, in this reload version is able to include certain songs and disconnect its instruments conforms the light intensity drops. The second device converts the light frequency (colors) into different tones, this reload version recognizes and mixes the three original colors, broadening the sensorial experience of colors.
I will briefly describe the challenge, in pandemic times, of their massive construction and distribution along Chile, following the tutorials “building it at home”, and their use for the upcoming ECLIPSE 2020.  A key aspect of this project is the long term impact, because the device OS permits to listen to the colors without seeing them. It allows us to listen to surface plots, build symphonies of pictures in real time, and maybe soon to listen to astronomical imaging.
Thanks to ESO-Comité mixto and GEMINI funds we were able to build two hundred of these devices, 40 of them will be distributed to Outreach centers along Chile, such as MIM (Santiago), CiCAT (Concepción), TechnoLab (La Serena) and others dedicated to Astronomy such as Planetarium, ALMA, GMTO, AURA, ESO, LCO, Dedoscopio, and NPF. The other 160 will be sent to individuals following a meritocratic scheme.
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The word astronomy will probably evoke in many people the image of open dark sky, perfect infinite space and beauty, maybe the idea of an ultimate freedom. Hence, it might seem paradoxical to talk about astronomy with people who live a distressing situation, locked in a confined space, deprived for a short or long period of their own freedom. However, we strongly think that astronomy could help to to encourage and support the self-determination and self-expression of the individual, regardless of gender, social status, religion and culture of origin. And, of course, of committed crime. Here I present the general lines of an astronomy educational project recently carried out in an Italian juvenile detention Institute, highlighting opportunities, challenges and difficulties.

We present the design and development of Accessible Activities in Astronomy for the Blind and Visually Impaired in Puerto Rico. We design for a diverse audience that sees from different perspectives, but with the same purpose: To learn and discover about the Universe. We adapt tactile materials to develop themes that require visual images. We design and develop three-dimensional tactile material to offer blind people the opportunity to get the conceptual idea of the specific topic under consideration.
We consider it is essential to listen and design taking into account the voice of the blind people and their different life experiences. Through years of experience (2006 – 2020) we have learned to use new strategies in the design and development of tactile materials. We recognize that what we have achieved to date has been possible through an exchange in efforts, collaboration, and volunteering. In recent months, we have been publishing videos with each of the tactile materials, with the purpose of contributing to the literacy of Astronomy worldwide.
Keywords Accessibility, astronomy, inclusion in astronomy education, blind people, person with disabilities, tactile materials.

Girls’ under-representation in science, technology, engineering and mathematics (STEM) education is deep rooted and puts a detrimental brake on progress towards sustainable development.
Both education and gender equality are an integral part of the 2030 Agenda for Sustainable Development, adopted by the United Nations General Assembly in 2015, as distinct Sustainable Development Goals (SDGs). The UNESCO Report : Cracking the code: Girls’ and women’s education in science, technology, engineering and mathematics provides a global snapshot of this underrepresentation and the factors behind it.
An uneven distribution in gender can be observed amongst academics in the fields of hard science, with men clearly predominating. In some fields of the humanities, there is a predominance of women. This reflects an uneven gender distribution amongst the so called “two cultures”.
C. P. Snow lamented in his book “The two cultures and the scientific revolution” (1969) the gap between scientists and literary intellectuals. The gap between humanities and science has been deeply investigated by the intellectuals of the so-called third culture, which wants to promote a new alliance between the scientific and literary culture. Such an alliance would give rise to a new culture where the two communities : scientists and literary intellectuals can have a fruitful dialog, Inside such a third culture each community would take advantage from the point of view of the other one. Philosophers could benefit of the rigour and nature-centred point of view of scientists and scientists could take advantages of the critical attitude of philosophers.
Women distribution in culture is biased by this two cultures hypothesis and the support to a third culture would be a support to equity for women in science. Any action to support women in science should take into account the importance of the integration of the two cultures.
As far as astronomy is concerned, this point of view is even more enhanced, since astronomy is the more ancient and humanistic science. Astronomy has its roots inside ancient myths, astrological tales, ancient philosophy and so on. The ancient Mesopotamian and Greek scientists were philosophers, astronomers, musicians, artists: the culture was unique and not polarized in two. The proposal of a third culture can be even more natural and pregnant in Astronomy.
The fight against stereotypes to ‘crack the code’, or to decipher the factors that hinder or facilitate girls’ and women’s participation in STEM (and particularly in Astronomy) education must take into account the persisting dichotomy between the so called two cultures.
Girls are often brought up to believe that STEM are ‘masculine’ topics and that female ability in this field is innately inferior to that of males, whereas they do not feel so inferior in humanities studies. This can undermine girls’ confidence and willingness to engage in these subjects. Teaching Astronomy as a third culture discipline will for sure have a central role in determining girls’ interest in this subject and in providing equal opportunities to access.