VIDEO INTERVIEW with Dr. Lee Beavington
When I was doing my undergrad back in the late 20th century early 21st century, we studied the Renaissance art movement in Art History. This specific era embraced artists that utilized multidisciplinary methods such as sculpting, painting and drawing in their artmaking. This era was earmarked as a cultural rebirth from the 15th century to the 17th century. We are now experiencing a Renaissance 2.0 in education.
History repeats
During the bridge from the 20th to the 21st century, old world ideas started to shift. Even though, Maria Montessori and Rudolf Steiner developed alternative student-centered educational models in the early 20th century. It took decades to see mainstream shifts away from the static siloed approaches. For instance, the act of teaching science, art, math and social sciences separately with no overlap.
With anatomical and psychological sciences understanding the human brain’s dynamism, educational curriculums began to adopt holistic learning methods. These methods consisted of utilizing arts-based teaching within science and math. Meanwhile, throughout history, Indigenous teachings have used this holistic method consistently. So, the circle comes around.
STEAM and other such streams
Nowadays, this is called STEAM-based learning. This educational approach integrates Science, Technology, Engineering, the Arts, and Mathematics to foster critical thinking, creativity, collaboration, and problem-solving skills. Some interesting facts about this type of teaching and learning are it’s ignition of brain chemistry. This form of teaching has been proven to release a neuro-chemical cocktail of dopamine, norepinephrine, endorphins and anandamide (bliss molecule).
Chemically Attractive
Why is this body chemistry important? Based on Susan Riley’s, CEO and Founder of The Institute for Arts Integration and STEAM, research, these chemicals allow for long term learning. This creative cocktail first enhances pattern recognition/motivation (dopamine). Second, it sharpens focus and attention (norepinephrine). Thirdly, endorphins create a sense of well-being, this chemical ensures longer term commitment. Finally. Anandamide forges new neuro networks.
She goes on to state that this process is associated with integrating art into all processes of learning where we engage the whole brain, not just specific areas of the brain. It has been studied that integrating creativity into learning modalities allows for the ‘executive control’ network (focusing) and ‘default network’ (daydreaming) to work in tandem. During these moments, alpha (relaxed alertness) and theta brain waves (memorizing) are heightened during arts-based learning. In the end, integrating arts-based teaching allows for better long term memory retention.
Kombucha Leather and other creations…
What does art-based learning in science look like? Well, it looks like a foundation for new innovations in science and tech. For one instructor, Elle LeBlanc, talking about how to integrate art-based concepts into high school biology and chemistry can be tricky but definitely doable.
For example, she discusses how her students “created biodegradable paint as a way to demonstrate an eco-friendly chemical reaction and understand the scientific basis of color, light, and how to name compounds.” In this same class, students altered ingredients to create other bio-friendly materials such as kombucha leather and bio-concrete. She establishes the non-hazardous ingredients are readily available in any marketplace.
In Biology class, she has assisted students in learning the challenging subject of genetics. Students can learn through making protein bracelets or using folded paper for protein structures. Here is the link to the Edutopia article. It also has internal links to these projects.
Integrated Learning and Teaching in Post Secondary
While doing my MA in Arts Education, I met a brilliant artist and scientist, Lee Beavington. Upon successfully completing his MA degree, he continued to complete his PhD at Simon Fraser University. His research won eighteen merit-based scholarships and fellowships, including a SSHRC Doctoral Fellowship, a SSHRC Storytellers’ Award, and a SSHRC Engagement Prize. Recently, he was awarded the Kwantlen Polytechnic University (KPU) Distinguished Teaching Award. He even has been touted with creating a video for the renowned, popular music artist, Peter Gabriel. In this video, he explored the mixture of biology with art using AI.
Dr. Beavington has approached all his projects through inquiry-based holistic teaching methods. He has successfully taught in five different faculties bridging the arts to science. He currently explores his teaching in Biology through a place-based lens where students are actively engaging the world around them. Much like author, Robin Wall Kimmerer, Dr. Beavington engages students in ecological place-based activities like farm or forest visits and creek clean ups.
Next Generation of Teachers
Harkening back to four years ago during his doctoral studies, Beavington explored a project called “Ecology and Colour in 1m2” with Amy Huestis (Fine Arts) and Carson Keever (Science). Their undergrad students went into a forest environment and found a 1m2 piece of land. The students analyzed either the ecology (science) or the colour theory (arts) of the chosen space depending on their field of study.
Dr. Beavington said that students reported “an increased feeling of health and wellness.” Also, they felt that their “learning was deepened, and they were more motivated. One student even said it was transformative.”
This exploration, plus many experiences after that, cemented Dr. Beavington’s philosophy that learning and teaching need to be approached from a more holistic and place-based lens. Now, he is working on many administrative projects. One such project is the website for Decolonizing Indigenous Practices. He spearheaded this project in collaboration with five different Indigenous communities and various consultants around British Columbia.