Science Sampler: Six rules for integrating the artsby: Karthigeyan Subramaniam

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How can teachers help their students to imagine and construct knowledge in the way that science sees it and simultaneously weave the arts into science lessons? By using the following six simple rules for integrating the arts into science learning, students' imagined worlds come closer to the way science sees them using an inquiry-based format.

Grades
  • Middle
Publication Date
7/1/2006

Community ActivitySaved in 29 Libraries

Reviews (2)
  • on Sun Sep 04, 2011 6:03 PM

The author provides a list of strategies that suggest ways to have students focus on the science behind their art in science. She provides one sample worksheet that could be used to guide students in a project, but no real description of what the project is, what the students are supposed to be doing with the information provided. I think this would have been a wonderful opportunity to provide an example of how art can also be used as a formative assessment of student understanding of theories, since artwork provide students models of how they interpret a lesson. It is mentioned, but no examples are provided. It isn't a bad article, and the suggestions are useful as long as the teacher does not misunderstand that numbers 4 and 5 do not mean that the artwork can replace inquiry (it is not stated as clearly). Drawing is an important way that scientists present models of what THEY are thinking, so why not include students in this aspect of scientific inquiry!

Tina Harris  (Fairmount, IN)
Tina Harris (Fairmount, IN)

  • on Fri Feb 17, 2012 11:31 AM

This article describes six rules that should be applied when integrating art into science. Each of the rules is briefly explained to help students construct knowledge in the way science sees it. The article provides an example with the concept of camouflage. After reading the article I felt I needed more examples to help me better integrate all of the six rules.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)


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