Eco Art education is in an embryonic stage. It is such a newly emerging educational approach that there is very little research explicitly devoted to it, other than the work of Canadian scholar Hilary Inwood. Eco Art education, also referred to as environmental art education, uses art to teach children about ecology with the goal of fostering in learners the deep understanding and caring attitudes that will hopefully result in life-long environmental behaviours. As a leading proponent and researcher of Eco Art education, Inwood (2007) shares her enthusiasm, stating: Eco-art education promises an innovative approach to fostering ecological literacy and the principles of environmental education, one that complements environmental education’s traditional roots (found in the cognitive, …show more content…
Earth Art is the original term to categorize works made outdoors in nature with natural materials from in the late sixties. Land Art is more monumental in scale and does not necessarily consider environmental impacts, mostly initiated in the early seventies. Environmental Art is a very broad term which has connotations with activism. It emerged in the sixties in response to the larger environmental movement. Its intent is to facilitate environmental health through reclaiming damaged sites, educating the public about environmental issues and solutions, and fostering a respect for nature. Eco art is a more abstract term for work which usually addresses scientific issues. Within each of these terms there are many variations of media that have already existed such as landscape painting, sculpture, photography, installation and mixed media. Eco art seems to be the most succinct term; it simply defines a larger context for creating all of the above with little
Mankind has existed for thousands of years and we have evolved to become better than past generations… or did we? We learned to evolve technologically to fight against each another. We learned to evolve intellectually to vote Donald Trump as the US president of 2016. We learn all these things that cause our own destruction, yet we don’t learn to care for the environment around us and respect it. In “Hidden Lessons” by David Suzuki, he explains how children are misguided by the negative views of nature of many people and how children are influenced to fear nature rather than embrace it. While I am not an environmental activist, I strongly agree with David Suzuki’s inner meaning of not just teaching “children to love and respect other life forms”
As artwork has become more accepted in popular culture, we begin to see more and more creative artists portray their opinions of what is really going on in today’s society. By the rights granted to us based on the foundation of this country, there is the right to release opinions of how the world is viewed. A major part of this is what goes on in the atmosphere of which we live. The environment plays a vital role in the daily lives of citizens of the world and what happens to our environment in the future will continue to have lasting affects on future generations to come. Through artwork, the advertising industry has been releasing more frequent campaigns of what is going on in the world we live with an aspect of how nature is surviving as people are as well. There is an ongoing relationship that we rely on nature just as nature sometimes would seem to fit into our lives more than we would begin to realize. There are usual two sides to every story and it seems that either one is of nature or one is against nature. This is evident in some aspects of television, movies, advertising, and music.
The Pre-K and Kindergarten class studied habitats of various animals and insects. They were given examples and tough how the animals made their homes. The students built a bird house as their project and as something to take home to remind them of what they learned. Finally they went on a field trip to Legoland where they explored and built “habitats” for their families and the Lego people. The first and second grade class learned about marine life and the ocean. They built shoe box dioramas of coral reefs and created art projects depicting sea life as well as learning new facts about the ocean. The students got to go to the Aquarium for their field trip. Finally the third and fourth graders studied the rain forests and their ecosystems. The students built rainforest models and terrariums along with small group discussions on different ideas human intervention and conservation. They finished their week at the zoo where they studied different rainforest inhabitants in
There are a whole lot of programs or curriculums out there that try to talk about the environmental and academic needs of children. In this paper, I will try my best to discuss the five components of the Creative Curriculum framework, as well as the philosophies, theories, and research behind its foundation.
The Importance of Arts Education Jane Alexander, Chairman of the National Endowment for the Arts (NEA), once said, “Many children are missing out on something which gives their education context, gives their lives depth and meaning, and prepares them to be the future workforce.” This “something” that she spoke of is music and art education. Unfortunately, she is entirely correct. We are currently seeing a dramatic cut in arts education curriculum in our public schools due to the limited amount of time and funding. In many cases, budget cutbacks mean arts education cutbacks.
Mary Oliver's (Clinebell, 1996, p.188) poem has a lot to say about the relatively new approach to conservation called ecopsychology. Ecopsychology combines the human element from psychology, with the study of how biological systems work together from ecology. A more in depth explanation of ecopsychology is that it seeks to help humans experience themselves as an integral part of nature (Strubbe 1997). When this is accomplished, humans can proceed to commit to "helping heal the earth, as well as healing ourselves" (Strubbe 1997, p. 293). In the past, environmental action has consisted of scaring and shaming those who over consume or do not recycle, which proved to be quite ineffective. Ecopsychology, in contrast, attempts to create positive and affirming motivations, derived from a bond of love and loyalty to nature (Bayland, 1995). Before tackling the principles, religious aspects, therapy, actions and education included in ecopsychology, it is essential to unde...
In the essay “Children in the Woods”, Barry Lopez discusses how he encourages children to take an interest in wildlife and nature conservation. His methods include taking children on walking tours through forests while prompting them to make observations. Lopez places special emphasis on the abundance of knowledge that can be gained through observation. Lopez emboldens children to use their imaginations while discovering nature instead of relying on the author’s “encyclopedic knowledge” (Lopez 735). The author also focuses on how many components of nature work together as a whole. In “Why I Hunt”, Rick Bass writes about his passion for hunting. Bass describes how hunting, besides a means of sustenance, is an exercise in imagination. Bass observes how society has become preoccupied with instant gratification and has lost its sense of imagination, “confusing anticipation with imagination” (Bass 745). Both essays share common ideas, such as how an active imagination is vital to the human experience, the totality of connection in the natural world, and the authors’ strong spiritual connections to their environments. In contrast, the main focus of Lopez’s essay is conservation education in children, while Bass’s essay discusses how society has become disassociated from nature in a modernized society.
Art Education is not always valued in school settings. Although some may see it as an unnecessary use of school funding, there are many who believe it is beneficial to students in more ways than one. There are many different studies that have been conducted to test the effects that art education has on school-aged children. Some studies have proven that art education can help students to improve in other academic areas. In a journal article from Ohio State University’s “Theory in Practice,” Karen A Hamblen states, “There are linkages between art learning and learning in other subjects areas and that art study can promote creative behaviors, critical thinking skills, and academic achievement.” It has also been found that the arts can teach children better self-regulatory strategies, and even foster more confidence and self-efficacy in school which relates to confidence in academics. Overall, art education in schools has been very beneficial and has proven to ignite creativity, confidence, critical thinking skills, and academic achievement in students.
The creation of art, music, dance, sporting activity and literature should be made a fundamental part of every school 's pre-K to 12th grade curriculum. The creation art it’s very important for children from their early age, a lot of benefits children can do and learn through art. A lot of benefits they can receive:
Land Art is created by combining art and nature in a complex way. Land art is also known as Earth Art or Earthworks. This art is designed directly in the physical landscapes with the help of natural substances and organic media like leaves, stones, soil, rocks, water, logs, etc. Mechanical earth moving equipment is also used by few artists. Artists show their reaction against industrialization and urbanization through the land art. Before the origin of modern land art, it has been already created by artists for last centuries. But this land art movement became popular somewhere between 1960 and 1970 in America and soon adopted by the artists all over the world. The main part of this art is reforming and redesigning of the landscape. As it is created by moving things around, adding some available materials and imported substances to the landscape so it becomes impossible to move it from one place to another. It is only developed to make some beautiful change in the environment for sometime as in the end it just degenerates. Some land artworks are very short-lived; just stay for a few hours or days, while others just designed in open and left uncovered so that they can be deformed by erosion or wind over time.
Balanced programs for art education have been constantly changing and adapting over the years. One program that was developed back in the late 1960’s by Elliot Eisner incorporated three areas of art into the curriculum. These included art object, art criticism and the historical context of art. His program developed into a theoretical base for art curriculum in the elementary schools that is very similar to programs used today (Madeja 2001).
Environmental art is a genre of art that was established in the late 1960’s and it was created by things found in nature to make a piece of art. Some of the the environmental art would be so large in size, that it would be considered to be monumental. This kind of art can not be moved without destroying it, and the climate and weather can change it. There are many reasons why an artist would create an environmental work of art, such as : to address environmental issues affecting earth today, to show things that could be powered by nature or be interactive with natural phenomenon (like lighting or earthquakes), or to show how people can co-exist with nature, or maybe use it as a means to help restore ecosystems in an aesthetic way. (greenmuseum) Based on the artworks of Michael Heizer, Walter de Maria, and Robert Smithson, that have created and expanded the wonderful genre of environmental art. The major concepts underlying their art will define the roots of this genre throughout history.
An ecocriticism is is a lens that looks at the relationship between people and the natural world. Thomas K. Dean gave a better description be stating, “Ecocriticism is a study of culture and cultural products (art works, writings, scientific theories, etc.) that is in some way connected with the human relationship to
The eco-activist group, Earth First, is an organization that tries to grasp the world’s attention through radical actions to save the environment. Their beliefs are extended from deep ecologist thought believing that every non-human entity deserves the same rights and respect as humans. This organization will give society a jaded notion on how to preserve the environment through their violent actions and protests. Their code claims that they will abide by “any and all means” to resist the destruction of the natural world (Kinsley 200). Their acts will definitely be noticed by society through media but I feel many will close their eyes to the fundamental idea Earth First is trying to represent because of their radical and malicious acts. Though this organization is acting for the higher good of the environment, they are putting other humans in danger, which is not a justifiable or principled achievement. Therefore, in order to reconstruct an individual’s view to a more positive and respectful relationship with environment we must teach and act non-violently, unlike the organization Earth First, and apply the principles of bio-regionalism, Green Peace, and deep ecology.
Education is as important as the air we breathe. It is the most important possession a person must have. Education is beneficial in many aspect of life especially, personal and social it is the only possession that cannot be taken away from you. Education is important because it will open up the windows of opportunities. In this competitive world having a good education is as important as the air we breathe because it is our weapon to conquer the world.