Educational reforms in curricula and evaluation or assessment systems are urging institutions for art-integration in learning processes and curriculum organization. Further, the intrinsic value of pedagogy (science, craft and art of teaching-learning process) demands classroom instruction to be holistic and whole brain based.
Since most learners (around 80%) are visual learners, - including children with learning disabilities - incorporation of art-integrated learning tools and techniques makes children’s education inclusive and equitable, reveals my experience using unconventional art forms for non-art benefits for children with learning disabilities at Disha in Rajasthan and general education children at Plenum School in Himachal Pradesh. In order to link art and physics topics at secondary school level, an action research was undertaken to understand what does it take to integrate physics instruction and artwork.
Here is a concept matrix on integrated art learning. A concept consists of the explanation of a concept label in terms of the ‘class’ to which it belongs including the sub-classes, its characteristics and functions/tools/techniques/skills/benefits/applications.
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