FROM TRAINING TO TRANSFORMATION: DEVELOPMENT AND ONE-YEAR VALIDATION OF A VISUAL NARRATIVE ART-INTEGRATED PEDAGOGICAL FRAMEWORK

This one-year follow-up pilot study has established and provided initial evidence for a Visual Narrative Art-Integrated Pedagogical Framework (VNAIPF), which has the potential to convert professional development and learning into sustained classroom practices. This study used a convergent mixed-method design which included categorical survey data, open-ended reflections, and classroom artifacts (six visual or three-dimensional examples) from five CBSE teachers. Descriptive analysis illustrated that two (40%) teachers remembered the majority of the workshops, and three (60%) remembered the main ideas. The art-integrated lesson planning was reported to be the most sustainable (60%). Three (60%) teachers reported integrating art into their lessons regularly, and two (40%) integrated art occasionally; the integration of art into lessons ranged from five to twenty classes. Reported student outcomes included a reported increase in student creativity (60%), curiosity (20%), and student participation (20%). The following reported classroom artifacts (or projects) included seed germination, tooth decay, modeling the concept of decaying matter and intermolecular forces, email writing, and model making. The primary barriers reported by participants included a lack of time and limited resources (80% participation). All participants would recommend the approach, and 80% of participants would prefer a more advanced course of training on the integration of artificial intelligence and art. This study offers pilot data to support the early adoption of the VNAIPF, while the small and self-reported data does not support any causal or broad claims.