Introduction: Physics, particularly modern physics, challenged the students in different dimensions, from the abstract concepts themselves to the experimental difficulties in demonstrating those concepts. Linking physics and art could enhance understanding for both areas. This paper analyzed the methodology of implementation and presents several reflections with a view to other contexts and educational levels.

Methods: A quasi-experimental study using Project-Based Learning (PBL) was conducted with a high school group, challenging them to create original artwork about light for a science communication contest. The eight-session intervention included labs on the behavior of light, spectroscopy, and the use of UV light. Conceptual learning was assessed using a pretest/posttest and analyzed using Hake's factor.

Results: This research describes the results obtained from working with a group of high school students on the applications of physics in the analysis of works of art. The experimental group that used the interdisciplinary methodology of art and physics (ABP) had a significantly greater conceptual gain than the control group. In the final evaluation (post-test), the average score of the experimental group was 7.3, considerably higher than the 5.8 of the control group. The analysis showed that the experimental group increased their scores by 40%, compared to 15% for the control group. Interviews revealed that students perceived a clear connection between physics and art as complementary ways of understanding the world. In addition, the project was a success with two students from the group winning awards in the magazine's national competition.

Discussion: It is noteworthy that contextualized teaching, using art as a motivating factor, contributes to promoting meaningful learning. This approach fosters the development of essential soft skills, such as critical thinking, creativity, and the ability to integrate knowledge across multiple disciplines. The success of the proposal was attributed to effective interdisciplinary collaboration between art and physics teachers. Students validated the connection, perceiving physics and art as complementary (methodical and emotional) ways of understanding the world. Finally, the need for future research on the implementation and long-term impact of these interdisciplinary approaches in other educational contexts is emphasized.