Promoting Creative Development: A View into Arts-Science Integrations

Abstract

This qualitative study aims to explore how the creative development of primary-junior students is promoted through arts-science integrative strategies. The purpose of this study is to explore the rationale, strategies, benefits and challenges surrounding the integration of the visual art, dance and science curriculum to promote the development of student creativity. A comprehensive and succinct review of the literature surrounding this topic was used to guide this research. Three semi-structured interviews were conducted in the Greater Toronto Area with educators who implement various arts-science integrations in Primary-Junior classrooms. Based on the data collected, key themes emerged including: 1) It is important for teachers to have clear and consistent understandings about how creativity is defined, student perceptions and the development of creativity over time; 2) General teaching strategies which can be implemented to support creative development include: scaffolding, modeling, open-ended problem solving, collaboration, hooking the students and encouraging the opportunity for lived experiences; 3) Strategies used to address diversity in learners while supporting the development of creativity include: being cognizant of student interest and the knowledge and use of multiple intelligences; 4) Educators aim to foster the development of the creative person through arts-science integrations relative to the curriculum: problem solving, flexibility, self expression; and 5)When developing creativity through arts-science integrations, educators encourage first year teachers to: implement cross-curricular integrations, engage in self-reflection, to not be scared and to view learning as a process. These themes were amalgamated and summarized into a discussion of the findings. Ultimately, this study is intended for educators interested in fostering creativity through arts-science integrations in their own classrooms.