"The art-integrated physics topic presentation not only benefits students towards whole-brain education but also affords opportunity to teachers to collaborate among themselves and with the students as co-constructors of knowledge," says the lead teacher-researcher, physics instructor, Dr Lalit Kishore, at Plenum School in Himachal Pradesh whose abstract on the intervention along with the co-author Umang, art teacher, and physics student Utsav, has been communicated fo GERA-2022 Conference to be held in January.
The abstract of the paper is as follows and the inset collage depicts the steps in the intervention. The art-integrated learning is being promoted by various national and international examination boards following different education systems mandating teachers to team-up and co-construct knowledge with students. Cross and inter-disciplinary work at the school level is the current education trend, add researchers.
Abstract
A triangulated lesson study was organized at the senior school level to integrate physics learning and minimal art elements in which physics teacher, art teacher and a student participated. The research lesson was prepared through mini focus group technique (N=3; 1 hour duration). Poster presentation of topic was made by the student after rehearsal. The mini focus group reviewed the lesson and standardised it. The lesson study is a member of the family of action research techniques to innovate and improve classroom practice. The participants in the study felt empowered by putting themselves in the role of teacher-researcher and student-researcher to improve the transaction the classroom processes. The reaction of student participant was that he could learn the concepts of physics well since it involved the dual-code system and hands-on experience involving aesthetics along with information processing skills.
Keywords: Action research, art-integrated learning, co-learning, dual-coding, information processing, lesson study
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