Embracing ambiguity: The intersection of biology, music, and art in secondary school teaching for student creativity

Authors

  • Tasha Ausman University of Ottawa
  • Travis Mandel Carleton University and Centre d’excellence artistique de l’Ontario

Keywords:

visual arts, biology, instrumental music, ambiguity, creativity

Abstract

In these conversational field notes, two teachers reveal their experiences with creativity in contexts where students are encouraged to dwell in spaces of ambiguity and vulnerability in learning.  Using anatomy to inform music pedagogy empowers students to work through metaphor-rich instruction in order to develop a grounded approach to artistic interpretation, while using fine art in the science classroom allows students of anatomy to explore the artistic possibilities of imagination in relation to the human body. In both cases, the crisscrossing of pedagogical lines from biology into music and music into art helped to transform students’ relationships with ambiguity from being negative and closed-off, to positive and constructive.

Author Biographies

Tasha Ausman, University of Ottawa

Tasha Ausman, PhD
Part-time Professor
University of Ottawa

Travis Mandel, Carleton University and Centre d’excellence artistique de l’Ontario

Travis Mandel

Performance Instructor

Carleton University

References

Abramo, J. M., & Reynolds, A. (2015). "Pedagogical creativity" as a framework for music teacher education. Journal for Music Education, 25(1), 37-51.

Berhard, H. C. (2013). Music education majors' confidence in teaching improvisation. Journal of Music Teacher Education, 22, 65-72.

Burnard, P. (n.d.). Rethinking "musical creativity" and the notion of multiple creativities in music. In O. Odena (Ed.), Musical creativity: Insights from music education research (pp. 5-28): Ashgate.

Davies, D., & McGregor, D. (2010). Teaching science creatively: Routledge.

Davis, G. A. (2004). Creativity is forever.: Kendall /Hunt.

DeBacker, T. H., & Crowson, H. M. (2009). The influence of need for closure on learning and teaching. Educational Psychology Review, 21, 303-323.

Johnston, J. (2005). What is creativity in science education. In A. Wilson (Ed.), Creativity in primary education (pp. 88-101): Learning Matters.

Kapit, W., & Elson, L. M. (2002). The anatomy coloring book (3rd ed.): Benjamin Cummings.

Downloads

Published

2021-10-14

How to Cite

Ausman, T., & Mandel, T. (2021). Embracing ambiguity: The intersection of biology, music, and art in secondary school teaching for student creativity. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 55(3). Retrieved from https://mje.mcgill.ca/article/view/9810

Issue

Vol. 55 No. 3 (2020)

Section

Special Issue - Notes from the Field

License

Copyright (c) 2021 McGill Journal of Education / Revue des sciences de l'éducation de McGill

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