A Study on Effect of Art-Integrated Learning on Academic Achievement of the Learners in Science at Upper Primary Level

Abstract

According to Kothari Commission (1964-66), "The Destiny of our country is being shaped in our classroom". But certainly, the demands which our classroom are expected to meet have grown many folds. New education paradigms fostering creativity, risk-taking and re-discovery are needed for developing innovative individuals to stimulate growth. It has been observed that children's VOIces and experiences do not find expression in the classroom. Often the only voice heard is that of the teacher. When children speak, they are usually only answering the teacher's questions or repeating the teacher's words. They rarely do things, nor do they have opportunities to take initiative. The curriculum as well as the method of teaching must enable children to find their voices, nurture their curiosity to do things, to ask questions and to pursue investigations, sharing and integrating their experiences with school knowledge rather than their ability to reproduce textual knowledge. According to NCF 2005 there is need for 'Child-centered' pedagogy which means giving primacy to children's experiences, their voices, and their active participation. This kind of pedagogy requires us to plan learning in keeping with children's psychological development and interests. The learning plans therefore must respond to physical, cultural, and social preferences within the wide diversity of characteristics and needs.