EXPLORING THE POSSIBILITIES AND CHALLENGES OF ART-INTEGRATED LEARNING IN EVS AND SCIENCE CLASSROOMS
DOI:
https://doi.org/10.29121/shodhkosh.v4.i2.2023.6294Keywords:
Art Integrated Learning, Art Integrated Pedagogy, Preparatory and Middle Classes, Science and Evs LearningAbstract [English]
Children have innate curiosity towards music and colours in their immediate surroundings, which is evident through their engagement in games such as ‘Ghar-Ghar’, ‘Colour Hunt’, and ‘Rainbow Rangoli’. Initially, their creative expressions manifest in the form of scribbling on walls, serving as their first means of projecting their inner reality. As children grow-up, these artistic representations start to mirror their observations of the real world. Hence, the integration of art becomes vital in aiding students' comprehension of their world around. Ait Integrated Learning within Environmental Studies (EVS) and Science pedagogy presents an avenue for enhancing learning experiences. This research investigates the possibilities and challenges associated with incorporating art into EVS and Science education at the middle and preparatory school levels. Twenty teachers were observed for their art integrated pedagogy for a duration of three months. This study highlighted insights into the varying degrees of art integration learning within EVS and Science curricula. The findings showed the multifaceted nature of art integration, revealing both successful implementations and instances where its incorporation was limited. By exploring the experiences of teachers and the efficacy of art-integrated activities, this research found the potential benefits and challenges simultaneously in merging art with EVS and Science classrooms.
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