The affects of art and science integration
This capstone is a curriculum design for middle school students focusing on a cross-curricular approach using the visual arts and life science. It integrates life science topics into art lessons based on a trimester setting for seventh grade students. It highlights vocabulary and concepts of both subjects, while focusing on Benjamin Bloom's taxonomy of cognitive thinking. The capstone was developed by an extensive literature review that included the definition of cross-curricular education, visual arts, life science, academic growth and achievement in connection to the visual arts, and integrated curriculums specifically focusing on science and art. The research also delineated connections created by the visual arts and science throughout history. It concluded with academic achievements and links between reading, math, and art. The curriculum structure utilizes the Wiggins and McTighe's Backward Curriculum Design model (1998), which provides templates which focus on assessment. The curriculum, which consisted of four units, is also based off of Bloom's taxonomy and the Minnesota visual arts and science standards. Each unit includes a timeline for completion, key connections between science and art, specific assessment tasks with rubrics, sequence of activities, and the level of cognitive thinking attainable.
Cordes, Michelle L., "The affects of art and science integration" (2007). School of Education Student Capstone Theses and Dissertations. 1866.