A study to understand the role of visual arts in the teaching and learning of science

The education system practiced today has been reshaped and structured several times since the 1980s, for the betterment of all children (Tsimboukidou, 2010). Among the various changes, the integration of visual arts in children’s academics has resulted in showing major effects on their learning abilities and performance in school (Gelineau, 2011). In fact, the existences of arts date back to the ancient times when people drew and used dyes to paint stories on caves (Dickinson, 2005). Research proves that it is good for people to have been acquainted with visual arts as it is a unique approach towards knowing and understanding the world we live in (Mcdougall et al., 2011). The different elements of visual arts enable children at a young age to explore, imagine and create what they perceive. Hence, it is believed that ‘the arts make a contribution to education that reaches beyond their intrinsic value as direct forms of thinking’ (Horon, 2009).

Over the years as visual arts has shown a prominent effect on children’s development, educational authorities have stressed on the integration of visual arts with other subjects like mathematics, science, geography and history (Nunan, 2009). Alberts (2010:1) states that ‘art and science are intrinsically linked [as] the essence of art and science is discovery’. Shlain (2007, cited in Gelineau, 2011:9) concurs that arts ‘are primary sources of material with which to engage in scientific thinking. Moreover they provide connections that allow lateral leaps between cognitive domains which can produce sudden scientific insights’. The learning of visual arts enhances children’s ability to understand and attain knowledge. Hence, the connection of visual arts and science lists various significances in education.

According to Darby and Catterall (1994) arts have become an important part of education. According to Gullat (2008:13), the importance of arts in teaching other subjects started as early as in the 1800s when Mann called for visual arts and music to be taught in the common schools in Massachusetts as an aid to the curriculum and an enhancement to learning’. This call enabled the first integration of arts into the curriculum used by the state. In addition, Gullatt (2008:13) mentions that ‘…Dewey (1859-1952) posited the correlation between instruction in the arts and cognition to be positive [leaving] a profound effect on curriculum decisions of the time in many locations’. Together with researches conducted by ‘international organizations ... about issues of current art education’ (NACCCE, 1999; Bamford, 2006; European Parliament, 2009, cited in Tsimboukidou, 2010:24), a number of studies have proven the success of integrating visual arts into the teaching and learning of other subjects, especially mathematics and science (Gelineau, 2011). Despite the existence of extensive research, the researchers have identified a gap where there is insufficient study conducted on the views of teachers and students on this integration. Thus, this research was carried out mainly to understand the role of visual arts in the teaching and learning of science. The outcomes of this research will advocate a change or improvement in the teaching strategies and approaches used during the science lessons through the use of visual arts. Researchers like Acker (1990) and Robinson (2006) confirm that, ‘the provision of art education is also influenced by people’s perceptions and attitudes which affect the educational process’ (cited in Tsimboukidou, 2010:23). Tarr mentions that ‘art making is a form of inquiry and way of learning about oneself and the world’ (1997, cited in Bullard, 2013:3). This means that it is beneficial for children when educators incorporate the different strands of arts with the learning of other subjects. Thus, this research is significant especially to educators as it allows them to understand students’ feelings about integrating visual arts in the teaching and learning of science. It will also allow them to understand and identify the different approaches to boost student’s motivation in the learning of science.

Objectives of study

In order to understand the role of visual arts in the teaching and learning of science, the researchers came up with three key objectives. Firstly, the researchers identified teachers’ perceptions on the incorporation of visual arts in the teaching and learning of science. Secondly, the researchers ascertained students’ perceptions on the incorporation of visual arts in the teaching and learning of science. Lastly, the researchers analyzed how the usage of visual arts motivates students to learn science. In line with these objectives, the researchers derived the following research questions:

What are teachers’ perceptions on the incorporation of visual arts in the teaching and learning of science?
What are students’ perceptions on the incorporation of visual arts in the teaching and learning of science?
How does the incorporation of visual arts in the teaching and learning of science motivate students to learn science?

Using these questions as a guide, the researchers were able to develop the structure of this research and accomplish focused results.