Article Title
Abstract
This experimental study was undertaken with preservice teachers to test whether the use of science integration into arts education increases demonstration of science details and creative features in artwork. Two conditions were created: arts-focused and science-focused; gouache still-life paintings were produced and analyzed, and an attitude survey was completed. The results suggested that science integration into visual arts classes increased creativity for the arts-focused condition and increased science concepts in the science-focused condition. Participants in both conditions reported positive attitudes, specifically, high levels of enjoyment, alluded to lack of experience with arts and creative projects, and expressed desire for more exposure because of emotional benefits.
Citation
Hussain, M., Stoycheva, D., Rule, A. C., & Tallakson, D. A. (2019). Exploring preservice teachers’ still-life paintings of crystals with artist-focused compared to science-focused introductions. Journal of STEM Arts, Crafts, and Constructions, 4(1), 121-147.
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Art Education Commons, Curriculum and Instruction Commons, Engineering Education Commons, Science and Mathematics Education Commons, Teacher Education and Professional Development Commons