TY - JOUR
T1 - Elementary art & science
T2 - observational drawing in lesson study
AU - Dotger, Sharon
AU - Walsh, Deborah
N1 - Publisher Copyright:
© 2015, © Emerald Group Publishing Limited.
PY - 2015/1/5
Y1 - 2015/1/5
N2 - Purpose – The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles. Design/methodology/approach – The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy. Findings – Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations. Research limitations/implications – This research is limited in that it only analyzes observational drawing from two research lessons. Practical implications – Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing. Social implications – This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school. Originality/value – This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.
AB - Purpose – The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles. Design/methodology/approach – The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy. Findings – Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations. Research limitations/implications – This research is limited in that it only analyzes observational drawing from two research lessons. Practical implications – Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing. Social implications – This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school. Originality/value – This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.
KW - Art education
KW - Elementary education
KW - Lesson study
KW - Observational drawing
KW - Science education
UR - http://www.scopus.com/inward/record.url?scp=84943354864&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84943354864&partnerID=8YFLogxK
U2 - 10.1108/IJLLS-05-2014-0013
DO - 10.1108/IJLLS-05-2014-0013
M3 - Article
AN - SCOPUS:84943354864
SN - 2046-8253
VL - 4
SP - 26
EP - 38
JO - International Journal for Lesson and Learning Studies
JF - International Journal for Lesson and Learning Studies
IS - 1
ER -