Interdisciplinary integration is becoming a common approach in contemporary education, as students connect knowledge from different subjects and develop a broad understanding.
Different subject areas offer various opportunities for connections, and one subject where multiple connections can be formed is visual arts. It complements other subject areas, providing children with a holistic perspective. The correlation between visual arts and social studies offers
students the opportunity for expression, exploration, and introduces dynamism and vitality into learning. Teachers hold varying opinions about the connection between visual arts and social studies, influencing the frequency of interdisciplinary integration between these two subjects
and the teaching process itself.
This master's thesis provides a general description on interdisciplinary integration, presenting models and types of connections. It encompasses the roles of both teachers and students in this approach, and it highlights potential pitfalls that teachers need to be mindful of during planning. Interdisciplinary integration in visual arts differs from that in social studies, as explained in the
thesis. The work explores connections between visual arts and social studies with other subject areas. The curricula for visual arts, environmental studies, and society for the first and second educational periods were analysed, outlining the social science objectives. In the empirical
section, opinions of teachers regarding the meaningfulness of connection visual arts and social studies, methods and the frequency of interdisciplinary approaches were obtained through surveys, interviews, and the analysis of lesson plans. Connections between discussed learning objectives and concepts, their equitable representation, and examples of good practices were identified. Teachers self-evaluated their proficiency in interdisciplinary integration of visual
arts and social studies.
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