Upper School science teacher Christy Schwartz wanted the opening unit of her Anatomy and Physiology class to be more than just a lesson—it needed to resonate with her students and spark curiosity. Recognizing that many of her students were interested in tattoos, she saw an opportunity.
“In recent years,” Schwartz said, “I have worked to make the Anatomy and Physiology class more project-based, appealing to students with varied interests—from those pursuing medical careers to athletes enhancing their body awareness. This approach allowed students to engage at their level of interest. I aimed to create a project for our opening unit that would capture students' attention and connect directly to their lives.”
She prompted students with a scenario: Advise your fictional friend Buffy, who is trying to persuade her parents to allow her to get a tattoo. Through labs, the creation of a 3D skin model, and lectures, students learned the skin’s anatomy, how ink is deposited in the body, and how the immune system responds to foreign particles and collaborates with skin in the healing process.
They also investigated the safety of tattooing.
“Through my lab work and research,” senior Ali Sweeney said, “I learned that tattoos aren’t applied to the epidermis, the outer layer of skin, but to the dermis, the second layer. The epidermis is constantly exposed to wear and tear, so a tattoo there would easily fade or rub off, unlike in the dermis, where it remains more permanent.”
“Something that surprised me about the tattoo project and our bodies,” added senior Lauren Gedraitis, “was that our immune system tries and fails to eliminate the ink.” She also learned that the dermis holds nerves and vessels and if the tattoo artist goes too deep with the needle it can hit a nerve or vessel and cause damage.
To present a balanced case, students conducted research on the history and safety of tattooing. Heath risks, Lauren said she learned, include skin infection and cancer—black ink can contain benzo(a)pyrene, a known carcinogen.
To deepen their understanding, the class hosted a panel of tattooed faculty and staff, who shared their experiences. Panelists explained the meaning behind their tattoos and discussed the challenges and rewards of body art.
As the project integrated art and design, each group created a sketch of a tattoo for Buffy along with a written explanation of the meaning and significance of a potential tattoo design for “parent” approval.
“Hearing from the panel,” Ali said, “made me think about what kind of tattoo Buffy should get. For many, the tattoo was in memory of someone important to them, and for others it connected to one of their beliefs or represented them as a person. When my group created Buffy’s tattoo, we kept those things in mind and made sure we chose a design that was important to her.”
A majority of students rallied behind Buffy and created presentations to persuade Buffy’s parents. Ali suggested that Buffy’s youth and overall health could work in her favor, arguing that a strong immune system would likely help her better fend off potential infections.
In a conference-style presentation, students shared their findings with classmates, faculty and staff. Each group showcased their research, displayed their tattoo designs and fielded audience questions.
Schwartz’s assignment brought science to life but also left an indelible mark on her students, blending the study of anatomy with personal perspectives.
—April Torrisi