Visual art education: at the crossroads of art, science and spatial learning

This article questions if engaging with concepts from science and expressing them through visual artistic forms enhances learning about the self and the world. A small selection of visual art students ranging from 15-17 years old from local schools in regional Australia explored a scientific inquiry question through their artmaking. An analysis of the exhibition works of two students from this selection reveals how they applied spatial, abstract and metaphoric reasoning when encountering their scientific inquiry. The results shed light on the potential of visual epistemologies and prompt visual educators to challenge assumptions and re-examine links between art and sciences, as they both connect cognitive-affective thought in learning