Abstract
Due to the rapid development and advancement within various fields, the scope of knowledge is expanding at a staggering pace. In modern education, experts and teachers makes efforts to eliminate fragmentation of the school curriculum and to modernize the manner of teaching thus optimizing the learning process. In planning art lessons, teachers must adopt an appropriate teaching strategy that enables students to acquire knowledge efficiently and holistically, encouraging the creative solving of art tasks. The present article presents some conclusions of experimental research undertaken to determine the effects of the implementation of a teaching process involving cross-curricular integration. The study involved 274 fifth-grade students and 14 single-class teachers from seven selected Slovenian primary schools. It was found that teachers achieved better learning outcomes by using teaching strategies with cross-curricular integration in sculpting tasks as part of the learning process in art education. The proposed guidelines for teaching art concepts will help teachers to overcome specific obstacles in planning activities for the visual arts learning process, while students will benefit from an increased connection between subjects and integrated knowledge of the visual arts.
Highlights
The development of new forms of knowledge based on new technological and scientific discoveries has given rise to a large number of academic subjects with very fragmented content
This paper presents some of the research carried out to determine the effects of the implementation of art classes with cross-curricular integration
The experimental study aimed to show the effects of the implementation of a learning process with cross-curricular integration
Summary
The development of new forms of knowledge based on new technological and scientific discoveries has given rise to a large number of academic subjects with very fragmented content. Among the goals of contemporary teaching, efforts to reduce the overburdening of students in acquiring fragmented, over-extensive, and opaque learning content can be identified (Strmčnik, 2001). Teachers are expected to teach students so as to prepare them for life. They are encouraged to help students to develop critical thinking skills, foresight, and the ability to effectively search and acquire quality information, and knowledge (Illeris, 2005; Jarvis, 2005; Stojaković, 1990). To develop effective and sustainable knowledge ‘that can be applied when thinking about a variety of problems, we need a wellorganised stock of knowledge acquired in appropriate contexts and with appropriate support, generalised to the abstract level and organised around key concepts’ (Rutar Ilc, 2011, p. 97)
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