Visual arts integration as a way of meanings: Centring emergent bi/multilingual high schoolers through graphic story and biology

Abstract

Using an exploratory case study methodology and working within a theoretical framework of symbolic interactionism (SI), this study examines how meanings arise for and are modified by emergent bilingual and multilingual high school students through their engagement with objects during visual arts integration into a science lesson. I conducted the research while teaching the topic of interdependence in cellular systems, using concepts from contemporary visual arts. Findings demonstrate that meanings arise when bi/multilingual students connect their interests, beliefs and memories with objects and interact with social objects such as peers, friends, family and others. Finally, findings reveal that students modify those meanings by interacting with the objects and learning new content, new mediums, processes and skills during visual arts integration activities. The results of this study suggest that educators consider holistic engagements in visual arts that focus on using contemporary strategies, enduring ideas and engagement with content through social interaction.