Interdisciplinary Connections through Transmedia Narratives in Art Education

  • Bea Tomšič Amon Faculty of Education, University of Ljubljana, Slovenia
Keywords: art and nature, art education, interdisciplinary connections, teachers’ education, transmedia narratives


The world of new media has inevitably changed teachers’ and students’ attitude towards information. Data of all kinds and from any scientific field are easily available at any time. Nevertheless, isolated data have nothing to do with knowledge. We refer to ‘knowledge’ when an interdependence of information has a particular significance in defined conditions. How to use and connect this information is one of the primary issues teachers have to engage with since they are still the main organisers of the educational process. Taking into account the objectives of his/her explanations, he/she chooses certain relevant contents, and connects them, striving for an interdisciplinary view of the world that makes sense and gives sense to his/her explanations, all in an attempt to motivate students in their approach to knowledge. This article presents research in which the participants, future art teachers, had to answer a questionnaire that required comparing artistic compositions and compositions present in nature. Almost half of them could not find proper examples, even though the participants were students who should have been able to manage contents from both fields. Understanding how art follows nature is an important goal within the education of future art teachers. Difficulty in connecting data, transferring knowledge, giving meaning to images and understanding visual and verbal discourse seem to be a persistent problem in many aspects of their education. Possible strategies to improve the situation using transmedia narratives are presented in the conclusion.


Download data is not yet available.


Arnheim, R. (1993). Consideraciones sobre la educación artística [Considerations on art education]. Paidós.

Brushwood, R. C. (2017). Making emotional and social significance: Digital storytelling and the cultivation of creative influence. In M. Dunford & T. Jenkins (Eds.), Digital storytelling (pp. 185–202). York University.

Catmull, E., & Wallace, A. (2014). Creativity, Inc.: Overcoming the unseen forces that stand in the way of true inspiration. Transworld Digital.

Crary, J. (1992). Techniques of the observer: On vision and modernity in the nineteenth century. The MIT Press.

Critchlow, K. (2011). The hidden geometry of flowers. Floris Books.

Dewey, J. (1949). El arte como experiencia [Art as an experience]. Fondo de cultura económica.

Drake, S. M. (1998). Creating integrated curriculum: Proven ways to increase student learning. Corwin Press.

Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.

Erickson, H. L. (1995). Stirring the head, heart, and soul: Redefining curriculum and instruction. Corwin Press.

Gardner, H. (1993). Frames of mind, the theory of multiple intelligences. Fontana Press.

Gray, P. (2000). A problem-solving perspective on knowledge management practices.

Jenkins, H. (2006). Convergence culture, where old and new media collide. New York University Press.

Jenkins, H. (2010). Transmedia storytelling and entertainment: An annotated syllabus. Journal of Media & Cultural Studies, 24(6), 943–958.

Kalinov, K. (2017). Transmedia narratives: Definition and social transformations in the consumption of media content in the globalised world. Postmodernism problems, 7(1), 60–68.

Kincheloe, J. L. (2008). Knowledge and critical pedagogy. Springer.

Klee, F. (Ed.) (1968). The diaries of Paul Klee 1898-1918. University of California Press.

Kroeber, K. (2006). Make believe in film and fiction. Palgrave Macmillan.

Lankow, J., Ritchie, J., & Crooks, R. (2012). Infographics: The power of visual storytelling. John Wiley & Sons.

Meier, S. L., Hovde, R. L., & Meier, R. L. (1996). Problem solving: Teachers perceptions, content area models and interdisciplinary connections. School Science and Mathematics, 96(5),


Moss, D. M., Osborn, T. A., & Kaufman, D. (Eds.) (2008). Interdisciplinary education in the age of assessment. Routledge.

Munari, B. (2008). Design as Art. Penguin Books.

Pratten, R. (2015). Getting started with transmedia storytelling: A practical guide for beginners. CreateSpace Independent Publishing Platform.

Brown, S., & J., Duguid, P. (2000). The social life of information. Harvard Business School.

Shannon, D., & Galle, J. (Eds.). Interdisciplinary approaches to pedagogy and place-based education, from abstract to the quotidian. Rowman and Littlefield.

Thomas, K. (2019). The paradox of creativity in art education: Bourdieu and socio-cultural practice. Palgrave & Macmillan.

Tomšič Amon, B. (2020). Transmedia narratives in education: The potentials of multisensory emotional arousal in teaching and learning contexts. In B. Peña Acuña (Ed.), Narrative transmedia (pp. 43–70). IntechOpen.

Vimal, R. L. P. (2019). Attention and emotion. Annual Review of Biomedical Sciences, 10.

Wilson, M. E. (2004). Teaching, learning, and millennial students. New directions for student services, 106, 95–71.

Wright, R. D., & Ward, L. M. (2008). Orienting of Attention. Oxford University Press.

Wurdinger, S. (2017). Turning Your place into projects. In D. Shannon & J. Galle, (Eds.), Interdisciplinary approaches to pedagogy and place-based education, from abstract to the quotidian (pp. 37–54). Palgrave & Macmillan.

Yiend, J. (2010). The effects of emotion on attention: A review of attentional processing of emotional information. Cognition & Emotion, 24(1), 3–47.

How to Cite
Tomšič Amon, B. (2020). Interdisciplinary Connections through Transmedia Narratives in Art Education. Center for Educational Policy Studies Journal, 10(4), 55-74.