CREATIVE VISUAL ARTS AND BIOLOGY PROCESSES: EXAMINING EMERGENT BI/MULTILINGUAL HIGH SCHOOLERS MEANINGS

This case study research examines how emergent bilingual and multilingual high school students construct meanings while engaging with objects during a biology lesson that integrates visual arts. Drawing on the theoretical framework of Symbolic Interactionism (SI), the study focuses on "Artistic Reformatting to Represent Interdependence among the Structures and Functions of an Animal Cell." By investigating the connections between the students' interests, beliefs, memories, and objects, as well as their social interactions with peers, friends, family, and others, the research uncovers the ways in which meanings are constructed. While visual arts integration is common in academic content, little attention has been given to its potential to support meaning-making among emergent bilingual and multilingual students. The findings of this study highlight the importance of adopting a holistic approach to visual arts education that emphasizes contemporary strategies, enduring ideas, and social interaction in engaging with content. These insights suggest that educators can enhance their teaching methods and create meaningful learning experiences for bi/multilingual students by incorporating these approaches. The study underscores the significance of visual arts in fostering personal connections and deeper comprehension of academic content among diverse student populations, ultimately promoting a more inclusive and effective educational environment.