Pixel International Conferences

In this article we explore the main principles of art education and how art educators perceive and apply them into science-art teaching & learning setting. The research subject the Global Science Opera (GSO), characterized by a global community of students, artists, scientists, and educators co-creating a science-inspired opera. Relying on an existing theoretical basis to how art education principles may be contextualized within the contemporary education we develop these principals and objectives seeking to capture the similarities and distinctions when art meet science in the GSO. The main 5 art principles are described and presented in the light of Eisner`s ideas, STEAM education, and the GSO approach. 5 art educators (those participated in the GSO during 2016-2021) were interviewed. Their opinion and experience towards art role in science learning were collected and presented. We use a qualitative method (interview) because we are not willing to compare or/and distribute their perception, we are seeking to immerse deeper into theirs` opinion in order to create a picture of art education in science teaching. The research findings suggest that some principles of art education are closer linked to science teaching - communicative function and building cooperation and relationships. Perhaps the most moved away aspects in science teaching from art perspective are aesthetic&beauty function and development of students` artistic abilities and skills. The overarching question of implementation science-art education, how to do this best keeping art and science in a good balance and remembering that education is life learning process.

Keywords: Art education principles, art educators, science-art education, STEAM education, GSO.

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