According to UNSECO, World Art Day (15 April) is a 'celebration to promote the development, diffusion and enjoyment of art' since 'rt nurtures creativity, innovation and cultural diversity for all peoples across the globe and plays an important role in sharing knowledge and encouraging curiosity and dialogue.'
"World Art Day celebrations help reinforce the links between artistic creations and society, encourage greater awareness of the diversity of artistic expressions and highlight the contribution of artists to sustainable development. It is also an occasion to shine a light on arts education in schools, as culture can pave the way for inclusive and equitable education," asserts UNESCO.
The special day is meant to be observed with activities such as debates, conferences, workshops, cultural events and presentations or exhibitions.
In India, both the NCERT and the CBSE have been urging schools to initiate 'Art Integrated Learning' (AIL) to make learning cross-disciplinary, enjoyable, creative, inclusive and equitable.
I tried my hand by doing a few lesson studies at Plenum School in HP. and our paper entitled: "Reactions to Art Integrated Physics Learning at Senior School Level: Lesson Studies" with Id: EDUCON 2022-108 was accepted for the presentation at the 10th GERA Virtual Internal Conference on 'Re-Engineering Responsible Innovation across Education Spectrum' held on 14th-15th January 2022 in Chandigarh under the subject theme HYBRID MODEL OF LEARNING IN DIFFERENT LEVELS OF EDUCATION.
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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