Question 3: What is the value of fostering holistic education in a Science classroom?
2.12 Arts-based approaches
The use of arts-based techniques is commonly found rooted in the principles of art or even resembling an artistic nature, to better understand a researcher’s self and unpack their development (Abbey, 2004). Arts-based self-study research practices, like artefact retrieval, drawing, collage construction, all evoked the journey through the past and helped me to look back with learned eyes, with the experience now of making sense of these memories. These research practices helped me to visualise and reflect on my own practices, habits, learning curves, idiosyncrasies and behaviours. They helped to make sense of them in order to bring change where necessary. Arts-based inquiry helped me realise wholeness and to bring up a subconscious awareness (Abbey, 2004). It was used to connect me to my past and make meaning of the present, as it allowed for thinking and meaning-making outside of the confines of the logical and linguistic mind-set (Abbey, 2004).
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As the main participant, I used metaphor drawing and a self-portrait (Chapter Four) to visually make sense of my current situation. I used drawings as a way of re-living some of my memories; sometimes writing it down underestimated visualising it (Pithouse, 2011). Using drawings as a self-study methodology technique opened up my work to readers, placing it under a spotlight, which may come under analysis (Pithouse, 2011). There was always a fear of ‘what if my drawings aren’t good enough”, but this fear faded when I realised that my work was not inadequate, nor did it need to reflect perfection; it just needed to reflect me. The use of self- portrait, for myself, showed me my identity, both inside and out. Self-portraits helped to view all aspects of the person in their current professional context and re-evaluate possible positive changes (Pithouse, 2011). According to Samaras (2010), the use of self-portraits aid in understanding the research; they motivate thinking for researchers in unwrapping identities associated with classroom behaviour and pedagogy. It helped me to find a place to focus on and incorporate emotions, thoughts, messages that I would not have been able to articulate using words.
Apart from utilising arts-based techniques on my own self-study research, I incorporated these techniques in my Science classroom with my students. Samaras (2010) agrees that art and language serve as means to showcase our identities, make meaning of it and verbalise it with understanding to ourselves and others. It provided a platform to be expressive and less conscious of the limitations otherwise placed on what to say (Butler-Kisber, 2005). New, expressive forms of data generation made me aware of our interests, teaching experiences and insights (Butler-Kisber, 2005). Using arts-based techniques (drawings, story-telling), redirected a usually mundane topic (like mechanics or Newton’s laws) and transformed it into a fun, revitalizing method of learning (see Chapter Four).
These approaches allowed me to tackle serious issues and mitigate discussions without having to lead the discussion. My students were accustomed to me leading discussions and steering the journey. I usually began each lesson in the directive manner, giving them instruction so they too could achieve the desired effect in the lesson. However, with arts-based approaches, my students become captains of their learning journeys; they unravelled every fibre of creativity in their own learning. Using arts-based approaches, my students were able to open up with more ease in class and take control of their learning. They could construct their own understanding of the content; in a way they could interpret.
52 2.13 Letter writing
I also delved into the world of letter writing. It took me back to my teenage years of trying to write in my diaries. I was given a diary by an aunt in my teenage years as a way of expressing my thoughts, my emotions. It was also an archive of my deepest secrets and I felt a thrill having something so personal and secret that I made sure it was well conceived. In Chapter Three, I unpack an artefact of a letter I wrote to my youngest sister. Writing that letter gave me a platform to use, one where I could voice everything, without the anxiety of saying it to her face, or calling her on the phone. Sharing this letter with her meant that this piece of me, she could read in her own time and keep for herself. It was something that would never be over.
According to Kirkhorn and Airth-Kindree (2010), letter writing has said to have had a fairly therapeutic contribution to both the writer and the recipient. With my attempt at letter writing, I found myself unleashing raw emotion, something I worked on keeping in check. My letter would always have new meaning with each re-read.
Letter writing also provided a teaching moment. This moment was not just for me, but for my students with whom I used this method. Letter writing in my Science classroom with my students became an enriching experience. Given the current level of technological advancement humans have developed, many of our students are experts when it comes to instant messaging, email, Instagram or any form of social media and connecting with people using technology. Kirkhorn and Airth-Kindree (2010) concur that this may have meant an almost loss of customary letter writing. One challenge with initiating letter writing with students is administering guidelines. A challenge I experienced was that, as I am not a language teacher, I was unfamiliar with the formality of letter writing. When students questioned the type of letter they were to write, I had to research and eventually opt for informal, making sure it adhered to the requirements I wanted. My students, in keeping with Einarsdóttir (2007), sought approval when it came down to how their letters should be done. It was for that reason, and to prevent all students’ letters from becoming generic, I issued them with a basic guideline so they would be able to be more flexible and original in their own letters. This was also a challenge noted in Kirkhorn and Airth-Kindree (2010). To show their experiences during my study and what they gained from this study, all participants were finally asked to write a letter to me (teacher, researcher, and main participant). In this letter, they could explain all they had learned and the value they had gained from this study.
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In accordance with Kirkhorn and Airth-Kindree (2010), this teachable moment helped to build relationships and create a sense of familiarity with the writer and the recipient. It is Chapter Four where I discuss some of the letters received from my participants that highlighted such findings. I anticipated that letter-writing would be very useful in generating data that reflected their diverse perspectives and identities. As a teacher, letter writing was a beneficial endeavour in my Science class, as it provided an insight into both the negative and positive memories and moments that developed my students.