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

This research mainly intended to identify and understand the views of teachers and students about the integration of visual arts in the teaching and learning of science. It also investigated how the usage of visual arts motivates students. Visual arts and science are said to be the two interrelating subjects that benefit children in preparation to living in the 21st century (Alberts, 2010). As the demands for individuals to possess efficient capabilities and skills are currently expanding, educationists continue to review the education system and its teaching and learning strategies practised. The integration of different elements in the teaching and learning of science develop young learners academically, socially, emotionally and behaviourally. The findings of this study prove that students are able to learn and attain the knowledge better when opportunities provided include hands-on activities with the independence of using elements of visual arts. Teachers tend to manipulate their lessons according to their learners’ learning styles and understanding abilities. The results of the teacher participants’ perceptions show that teaching and learning becomes easier upon integrating visual arts in science lessons as students become more motivated to complete their tasks on time. The teachers have positive views on the usage of visual arts as they state that learners were able to use the different elements of arts in order to boost their creativity, expressions and thinking skills. The results of this study also show that students have positive perceptions towards the integration of visual arts in science as they enjoy learning visual arts and science at the same time. Students like the option of expressing their knowledge and abilities through drawing, colouring, painting and creating crafts or models. This is similar to Eisner who claims that ‘the arts are fundamental resources through which the world is viewed, meaning is created, and the mind is developed’ (1997:1). Various theories on understanding and intelligence introduced by Gardner and other cognitive researchers disclose that ‘artistic engagement is a mind-building experience’ (1989, cited in Dobbs, 1998:9). Freedman states that ‘if we want students to understand the new world of the visual arts, we will have to teach about what they need to learn, not what we were taught’ (2001:11, cited in Stott, 2011). As the education system today differs from that of the twentieth century, it is understood that it will continue to change. It is difficult to know what the future holds; hence educationists try their best to ‘provide a strong footing for the kind of education that will prepare children to reach their full potential in the rapidly changing times ahead’ (Eisner, 1997:3). Cultural art programmes organised today prove the importance of visual arts in the development of individuals. Facilitators ensure that arts education exhibits an integral position during lessons. The major implication of this study is to show that arts promote higher order thinking skills and abilities to survive in the 21st century. Educationists believe that further studies on arts education will continue to be the key to understanding the world we live in today. As people continue generating new ideas, new approaches towards teaching and learning the arts would always be introduced. In a nutshell, this paper managed to provide a positive understanding of the role exhibited by visual arts in the teaching and learning of science at present and advocates that visual arts should be incorporated in the teaching and learning of all subjects at all levels as it helps to cultivate a generation that can survive in a world which is constantly changing and highly demanding.