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For this task I developed a stop-motion animation which utilised recycled household materials to explore and convey a message about sustainability . The task integrated Visual Arts and Media Arts and encourages skills in to planning, creative and critical thinking, and reflective practices (Russell-Bowie, 2012; Sinclair et al., 2018).

My engagement in this learning experience deepened my understanding of how integration of arts support critical & creative thinking, and social awareness (Goldberg, 2021; Dinham, 2013). By using recycled household materials I practiced deep and critical thought to how I can use artistic expression and symbolism to convey my message and the steps necessary to communicate my idea (Ewing, 2010; Wright, 2011). What I enjoyed about this process is how the experience helps students with different learning styles engage visually, kinaesthetically, and digitally and allowed for students to experiment and express their values (Eisner, 2002; Robinson, 2011).

In my future teaching, I will seek to design more integrated, purposeful learning experiences that use art to explore real world issues (Stixrud & Marlowe, 2016; Winner et al., 2013). I will foster creative environments where students contribute by utilising accessible materials and scaffolds (Goldberg, 2021; Russell-Bowie, 2012). This process also highlighted the importance of deepening my own skills in digital media and arts integration to empower students as creators and storytellers (Dinham, 2013; Ewing, 2010).

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In creating my artwork, I sketched a brain to represent the knowledge and growth I wish students to develop in my classroom. To further represent this growth I incorporated leaves and from my garden. Each element represents the potential for growth, learning, and interconnectedness between teaching and brain development (Stixrud & Marlowe, 2016; Eisner, 2002). This assemblage both reflects the organic development of understanding within the classroom and the importance connection to nature as a source of inspiration in art (Wright, 2011).

Dinham (2013), discusses authentic arts integration theory and how meaningful learning occurs when the arts are connected to real-world experiences, personal identity, and the curriculum. This process facilitates a connection to abstract concepts like growth, connection, and hope through personal reflection plus visual and tactile mediums (Ewing, 2010; Sinclair et al., 2018). Through this experience my outdoor space was a source for positive reflection where I reflected on my teaching inspirations. The assemblage served as a metaphor to how I imagine my classroom environment as space for cognitive and emotional development (Goldberg, 2021; Robinson, 2011).

Through this activity, I recognised how arts practices can deepen understanding and foster emotional development. Integrating natural materials into my work encouraged mindfulness and reaffirmed the importance of wellbeing and authentic expression (Russell-Bowie, 2012). This experience exemplifies how meaningful integration of the arts can enrich my teaching practice lived experiences (Wright, 2011; Dinham, 2013).

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I listened to Kiss the Breeze by Sticky Fingers and created an abstract artwork. Throughout this artwork I focussed on the artistic principles of line, shape, and colour to convey the blue/mellow emotion this song evokes. Influenced by Kandinsky’s (As cited in Nassar, 2021) use of art to connect and present the abstract in best form, I produced a non-objective piece that prioritised feeling over representation. I utilised reflective practise to identify emotional tones and respond visually with waved lines and cool colours based on my interpretation of the song (Eisner, 2002; Wright, 2011).

This task highlights the connection between arts integration and emotional learning. By attempting to translate music into using colour, shape and line I deepened my understanding of how rhythm, intensity, and tone correspond with visual conventions (Eisner, 2002). It also showcased how in practice these concepts within key curriculum outcomes in both Visual Arts and Music can be used to promote inclusive and expressive learning (Wright, 2011; Russell-Bowie, 2012). Abstract art makes space for individual interpretation within learning which fosters creativity and personal expression (Dinham, 2013; Goldberg, 2021).

Arts integrated learning enhances emotional awareness and creativity while offering meaningful, real-world connections across disciplines (Bresler, 1995; Sinclair et al., 2018). In the future, I aim to explore different methods of how I can integrate the arts meaningfully across learning areas for students to make connections to their learning.

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References

Dinham, J. 2013. Delivering authentic arts education 2nd ed. Cengage Learning. ProQuest Ebook Central - Book Details

Eisner, E. W. 2002. The arts and the creation of mind. Yale University Press. The Arts and the Creation of Mind on JSTOR

Ewing, R. 2010. The arts and Australian education: Realising potential. ACER Press. The Arts and Australian education: Realising potential - Australian Council for Educational Research

Goldberg, M. 2021. Arts integration: Teaching subject matter through the arts in multicultural settings. Taylor & Francis Group. https://ebookcentral-proquest-com.ezproxy.usq.edu.au/lib/usq/detail.action?docID=6476616

Nassar, S. 2021. The Cornerstone Imprint of Kandinsky in the History of Abstract Art. University for Modern Sciences and Arts. 156-Article Text-268-1-10-20220113.pdf

Robinson, K. 2011. Out of our minds: Learning to be creative. Wiley Online Books. Out of our Minds | Wiley Online Books

Russell-Bowie, D. 2012. MMADD about the arts: An introduction to primary arts education. Pearson Australia. MMADD About The Arts 4th edition | 9781488609756, 9781488682827 | VitalSource

Sinclair, C. Jeanneret, N. O'Toole, J. 2018. Education in the arts. 3rd ed. Oxford University Press Australia & New Zealand. ProQuest Ebook Central - Book Details

Stixrud, W. R., & Marlowe, B. A. 2016. School reform with a brain. EPA3200. ‪ EPA3200_2022_2: Stixrud, W. R., & Marlowe, B. A. (2016). School reform with a brain | StudyDesk

Winner, E., Goldstein, T. R., & Vincent-Lancrin, S. 2013. Art for art’s sake? The impact of arts education. OECD Publishing. Art for Art's Sake? | OECD

Wright, S. 2011. Children, meaning-making and the arts 2nd ed. Pearson Australia. ProQuest Ebook Central - Book Details