Integrating visual art, geometry and creativity for primary school teachers: a pd trajectory

Crossing boundaries between (traditional) school subjects is considered typical for
21th century learning. However, many Dutch primary schools focus their teaching
on mathematics and language, without much references to other school subjects. The
current project developed a PD trajectory for visual art, mathematics and creativity,
partly based on a PD trajectory developed by Museum Boijmans Van Beuningen,
where mathematics and language is connected to visual arts and creativity in
teaching. In this initial PD trajectory mathematic learning was treated as an implicit
element of creativity in teaching, and focussed on primary school students’ free
problems exploration. This turned out to be a good starting point for a more
explicitly mathematics-focused training, with visual arts and creative research as
starting point. A redesign was needed, which was realised in a design study. The
research question in this study was: How could this redesigned PD trajectory for
primary school teachers for integrated teaching of visual arts, geometry and
creativity be optimized? Main findings of this study include that the redesigned PD
trajectory should continuously regard contexts from the viewpoint of art, geometry
and creativity, should learn teachers to also focus on mathematical language when
describing art and should explicate different aspects of creativity