Exploring Preservice Teachers' Still Life Paintings of Crystals in Artist-Focused Versus Science-Focused Lessons

Abstract

An experimental study conducted with preservice teachers determined whether science integration into arts education increases demonstration of science facts and creative features in artwork. Two conditions featuring slideshow introductions of mineral crystal-themed paintings were created: artist-focused and science information-focused. In both conditions, participants created gouache still-life paintings of crystals, and completed an attitude survey. Results indicated science integration into visual arts class increased creativity for the artist-focused condition and science concept incorporation into paintings in the science-focused condition. Participants in both conditions reported high levels of enjoyment, alluded to lack of experience with arts, and expressed the desire for more exposure because of emotional benefits.