Perspectives from Educators Regarding the Integration of Art and Science in the Classroom
type: CreativeWork
description: Art and science have had a dynamic relationship over the centuries. With the progression of art and science through the course of human history, connections between the two fields are inevitable, as seen in the works of Leonardo da Vinci (late fifteenth-early sixteenth centuries) or Andy Goldsworthy (late twentieth century-present). Despite periods of misunderstanding and separation, art and science collaborations have occurred throughout history and modernity. This qualitative case study intends to highlight, through literature and research, these collaborations and the benefits for education. In addition, findings from this study will be generated to develop ideas for an emergent curriculum called Artistic and Scientific Knowledge (ASK), which is a collaboration of art and science teaching and learning in the classroom. The purpose of this study is to bring teachers’ perspectives to the forefront, and to encourage art and science teachers to collaborate. After further literature review, the rationale for an ethnographic research methodology and other related research is discussed. Using this methodology, a pilot study was previously conducted in which I investigated the perspectives of two art teachers regarding the idea of ASK teaching and learning. This dissertation study expands on my early pilot study and includes a group of three art teachers (two of them from the pilot study) and three science teachers. I continue using the ethnographic research methodology, and conduct interviews with my participants. The interview questions involve the integration of art and science in the classroom, and aim to determine the feasibility of an ASK curriculum in the high school setting. Subsequent to the interviews, I analyze the data and include my own perspective, as an art teacher and researcher. Several themes that emerged from this analysis are: teachers felt 1) both art and science have concepts/aspects that are difficult to understand; 2) a curiosity and interest in l…
abstract: Art and science have had a dynamic relationship over the centuries. With the progression of art and science through the course of human history, connections between the two fields are inevitable, as seen in the works of Leonardo da Vinci (late fifteenth-early sixteenth centuries) or Andy Goldsworthy (late twentieth century-present). Despite periods of misunderstanding and separation, art and science collaborations have occurred throughout history and modernity. This qualitative case study intends to highlight, through literature and research, these collaborations and the benefits for education. In addition, findings from this study will be generated to develop ideas for an emergent curriculum called Artistic and Scientific Knowledge (ASK), which is a collaboration of art and science teaching and learning in the classroom. The purpose of this study is to bring teachers’ perspectives to the forefront, and to encourage art and science teachers to collaborate. After further literature review, the rationale for an ethnographic research methodology and other related research is discussed. Using this methodology, a pilot study was previously conducted in which I investigated the perspectives of two art teachers regarding the idea of ASK teaching and learning. This dissertation study expands on my early pilot study and includes a group of three art teachers (two of them from the pilot study) and three science teachers. I continue using the ethnographic research methodology, and conduct interviews with my participants. The interview questions involve the integration of art and science in the classroom, and aim to determine the feasibility of an ASK curriculum in the high school setting. Subsequent to the interviews, I analyze the data and include my own perspective, as an art teacher and researcher. Several themes that emerged from this analysis are: teachers felt 1) both art and science have concepts/aspects that are difficult to understand; 2) a curiosity and interest in l…
author: Lobpries, Melissa J.
language: eng
keywords: Artistic and Scientific Knowledge (ASK), Interdisciplinary, Integration, Ethnography, Art education, Science education
date published: 2016-05
date modified: 2026-07-24T02:31:59Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10657/3234