Transformation

Curriculum Integration (CI) is a pedagogical strategy that allows specific concepts to be explored through multiple disciplinary lenses, thereby deepening understanding and reinforcing learning (Alvermann et al., 2004; Wellington & Osborne, 2001, as cited in Hall-Kenyon & Smith, 2013). At Marabella North Secondary School, I, Riad Rampat, a teacher in the Agriculture Department, collaborated with Ms. Jasmin Jessop from the Visual and Performing Arts (VAPA) Department to design and deliver an interdisciplinary lesson that connects Agriculture and the Creative Arts.

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The NCSE VAPA syllabus, under the section “Connections to the Core Curriculum,” emphasizes that students should engage in group work, peer review, and critique during listening, appraising, performing, and composing. These activities are strongly aligned with the skills needed in Agriculture education—teamwork, observation, and creative problem-solving. The syllabus further encourages the use of appropriate artistic forms to interpret and express significant societal and environmental themes, which resonates with agricultural topics such as sustainability, food security, and cultural practices in farming.

Our lesson was grounded in the Interdisciplinary Model of Integration, where knowledge and skills from both Agriculture and VAPA were synthesized to explore the theme: "Cultural Practices in Traditional Agriculture." This topic was selected for my Form 3 Agriculture students, with a focus on understanding how agricultural methods are influenced by cultural heritage and how these can be expressed artistically.

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Planning the lesson required two major collaborative sessions. During our first meeting, we clarified the core concepts: traditional farming practices, their cultural significance, and how these could be interpreted through visual or musical expression. We ensured that the objectives aligned with both the Agricultural Science and VAPA syllabi.

The second meeting focused on lesson delivery. To enhance engagement, we designed interactive activities that included the use of images, music, and student-led performances. A PowerPoint presentation guided the lesson, providing structure while allowing room for creative expression.

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In groups, students were tasked with selecting a traditional agricultural practice—such as cocoa drying, kitchen gardening—and creating a short musical piece, dance, or visual representation inspired by that practice. This allowed them to apply content knowledge from Agriculture while drawing on skills learned in their VAPA classes.

As a form of formative assessment, student groups presented their pieces, which were critiqued by peers and assessed based on creativity, cultural relevance, and accuracy of agricultural content. The activity encouraged collaboration, critical thinking, and a deeper appreciation for both the science and art behind local agricultural traditions.

In conclusion, this interdisciplinary lesson provided a holistic learning experience that emphasized the interconnectedness of culture, agriculture, and artistic expression. Literature supports those interdisciplinary approaches offer students enriched opportunities to apply knowledge, develop transferable skills, and experience curriculum in a more meaningful way (Lipson, 1993, as cited in Dutt-Doner et al., 2000). This collaboration proved not only successful in engaging students but also in demonstrating the real-world relevance of Agriculture through the creative lens of VAPA.