Creative engagement on ecological issues: studio work experience in a context of interdisciplinary learnin
Abstract
The complexity of contemporary environmental issues demands a more holistic and interdisciplinary response. However, despite broad recognition of the educational benefits of interdisciplinary learning contexts, a review of the relevant literature reveals that research interest in the potential of such approaches remains fairly limited and exerts little influence on established pedagogical practices. The paper contributes to the research on interdisciplinary approaches by augmenting empirical understanding of how art can help to promote creative engagement with ecological issues. After describing the process and outcomes of a collaborative ecological art project involving engineering students, the paper reviews some interesting findings from the post-project survey asking about the students’ studio work experience. The paper concludes with a discussion of art’s potential role in promoting creative engagement in interdisciplinary learning contexts.
Article in English.
Kūrybinis ekologinių problemų sprendimas: darbo studijoje patirtis tarpdisciplininio mokymo kontekste
Santrauka
Šiuolaikinių aplinkos keliamų problemų kompleksiškumas reikalauja labiau holistinio ir tarpdisciplininio atsako. Vis dėlto, nepaisant plačiai vyraujančio požiūrio, kad tarpdisciplininis mokymas teikia naudos išsilavinimo požiūriu, šiais klausimais aktualios literatūros apžvalga atskleidžia, jog tokių požiūrių tyrinėjimas išlieka gana ribotas ir turi nedidelę įtaką nusistovėjusioms pedagoginėms praktikoms. Šiuo straipsniu siekiama prisidėti prie tarpdisciplininių požiūrių tyrinėjimo, praplečiant empirinį supratimą, kaip, atsižvelgiant į ekologijos problemas, menas gali paskatinti kūrybinį sprendimą. Iš pradžių aprašomas bendradarbiavimu pagrįstas ekologinio meno projekto, įtraukusio inžinerijos studentus, procesas ir jo rezultatai; paskui straipsnyje apžvelgiami kai kurie įdomūs duomenys, gauti atlikus poprojektinę apklausą apie studentų darbo studijoje patirtį. Daromos išvados, kad vyksta diskusija apie galimą meno vaidmenį skatinant kūrybinius sprendimus tarpdisciplininio mokymo kontekste.
Reikšminiai žodžiai: bendradarbiavimu pagrįstas meno projektas, kūrybinis sprendimas, mokymo programų rengimas, ekologijos problemos, tarpdisciplininis mokymas, specialisto praktiko atliekamas tyrimas.
Keyword : collaborative art project, creative engagement, curriculum development, ecological issues, interdisciplinary learning, practitioner research
How to Cite
Paek, K.-M. (2018). Creative engagement on ecological issues: studio work experience in a context of interdisciplinary learnin. Creativity Studies, 11(1), 41-55. https://doi.org/10.3846/cs.2018.475
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Bequette, J. W., Bequette, M. B. (2012). A place for art and design education in the STEM Conversation. Art Education, 65(2), 40-47.
Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International Journal of Education & the Arts. Retrieved from http://www.ijea.org/v16n13/v16n13.pdf
Blandy, D., Hoffman, E. (1993). Toward an art education of place. Studies in Art Education, 35(1), 22-33. https://doi.org/10.2307/1320835
Bowers, Ch. A. (1993). Critical essays on education, modernity, and the recovery of the ecological imperative. New York: Teachers College Press.
Brady, E. (1998). Imagination and the aesthetic appreciation of nature. The Journal of Aesthetics and Art Criticism, 56(2), 139-147. https://doi.org/10.2307/432252
Clark, B., Button, Ch. (2011). Sustainability transdisciplinary education model: Interface of Arts, Science, and Community (STEM). International Journal of Sustainability in Higher Education, 12(1), 41-54. https://doi.org/10.1108/14676371111098294
Curtis, D. J., Reid, N., Ballard, G. (2012). Communicating ecology through art: what scientists think. Ecology and Society. https://doi.org/10.5751/ES-04670-170203
Diaz, G., McKenna, M. B. (Eds.). (2017). Preparing educators for arts integration: Placing creativity at the center of learning. New York: Teachers College Press.
Efland, A. D. (1995). The spiral and the lattice: Changes in cognitive learning theory with implications for art education. Studies in Art Education, 36(3), 134-153. https://doi.org/10.2307/1320905
Efland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York and London: Teachers College Press.
Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Erzen, J. (2005). An ecological approach to art education: environmental aesthetics. International Journal of Education through Art, 1(2), 179-186. https://doi.org/10.1386/etar.1.2.179/1
Graham, M. A. (2007). Art, ecology and art education: Locating art education in a critical place-based pedagogy. Studies in Art Education, 48(4), 375-391.
Gurevitz, R. (2000). Affective approaches to environmental education: Going beyond the imagined worlds of childhood?. Ethics, Place & Environment, 3(3), 253-268. https://doi.org/10.1080/713665905
Hadzigeorgiou, Y., Skoumios, M. (2013). The development of environmental awareness through school science: Problems and possibilities. International Journal of Environmental & Science Education, 8: 405–426.
Hoffman Davis, J. (2008). Why our schools need the arts. New York and London: Teachers College Press.
Hollis, C. L. (1997). On developing an art and ecology curriculum. Art Education, 50(6), 21-24. https://doi.org/10.2307/3193684
Hudson, S. J. (2001). Challenges for environmental education: Issues and ideas for the 21st century: Environmental education, a vital component of efforts to solve environmental problems, must stay relevant to the needs and interests of the community and yet constantly adapt to the rapidly changing social and technological landscape. BioScience, 51(4), 283-288. https://doi.org/10.1641/0006-3568(2001)051[0283:CFEEIA]2.0.CO;2
Yang, Ch.-P. (2015). Education for appreciating environment – An example of curriculum design of natural aesthetic education in Taiwan. International Education Studies, 8(5), 88-100. https://doi.org/10.5539/ies.v8n5p88
Inwood, H. (2010). Shades of green: Growing environmentalism through art education. Art Education, 63(6), 33-38.
Inwood, H. J. (2008). At the crossroads: Situating place-based art education. Canadian Journal of Environmental Education, 13(1), 29-41.
Jacobson, S. K., Seavey, J., R.; Mueller, R. C. (2016). Integrated science and art education for creative climate change communication. Ecology and Society. Retrieved from https://www.ecologyandsociety.org/vol21/iss3/art30/. https://doi.org/10.5751/ES-08626-210330
juxtapoz.com. (2015). U-Ram Choe’s Kinetic Sculptures. Retrieved from https://www.juxtapoz.com/news/sculpture/u-ram-choe-s-kinetic-sculptures/
Matilsky, B. C. (1992). Fragile ecologies: contemporary artists’ interpretations and solutions. New York: Rizzoli.
Neperud, R. W. (1997). Art, ecology and art education: Practices & linkages. Art Education, 50(6), 14-20. https://doi.org/10.2307/3193683
Root-Bernstein, R., Root-Bernstein, M. (1999). Sparks of genius: The 13 thinking tools of the world’s most creative people. New York: Mariner Books.
Rosenthal, A. T. (2003). Teaching systems thinking and practice through environmental art. Ethics & the Environment, 8(1), 153-168. https://doi.org/10.1353/een.2003.0013
Savva, A., Trimis, E., Zachariou, A. (2004). Exploring the links between visual arts and environmental education: Experiences of teachers participating in an in-service training programme. The International Journal of Art & Design Education, 23(3), 246-255. https://doi.org/10.1111/j.1476-8070.2004.00404.x
Song, Y. I. K. (2008). Exploring connections between environmental education and ecological public art. Childhood Education, 85(1), 13-19. https://doi.org/10.1080/00094056.2008.10523051
Song, Y. I. K. (2012). Crossroads of public art, nature and environmental education. Environmental Education Research, 18(6), 797-813. https://doi.org/10.1080/13504622.2012.670208
Spaid, S. (2002). Ecovention: Current art to transform ecologies. Cincinnati, OH: The Contemporary Arts Center.
UNESCO. (2017). UNESCO and sustainable development goals. Retrieved from http://en.unesco.org/sdgs
Walker, H. (2001). Interviewing local artists: A curriculum resources in art teaching. Studies in Art Education, 42(3), 249-65. https://doi.org/10.2307/1321040
Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International Journal of Education & the Arts. Retrieved from http://www.ijea.org/v16n13/v16n13.pdf
Blandy, D., Hoffman, E. (1993). Toward an art education of place. Studies in Art Education, 35(1), 22-33. https://doi.org/10.2307/1320835
Bowers, Ch. A. (1993). Critical essays on education, modernity, and the recovery of the ecological imperative. New York: Teachers College Press.
Brady, E. (1998). Imagination and the aesthetic appreciation of nature. The Journal of Aesthetics and Art Criticism, 56(2), 139-147. https://doi.org/10.2307/432252
Clark, B., Button, Ch. (2011). Sustainability transdisciplinary education model: Interface of Arts, Science, and Community (STEM). International Journal of Sustainability in Higher Education, 12(1), 41-54. https://doi.org/10.1108/14676371111098294
Curtis, D. J., Reid, N., Ballard, G. (2012). Communicating ecology through art: what scientists think. Ecology and Society. https://doi.org/10.5751/ES-04670-170203
Diaz, G., McKenna, M. B. (Eds.). (2017). Preparing educators for arts integration: Placing creativity at the center of learning. New York: Teachers College Press.
Efland, A. D. (1995). The spiral and the lattice: Changes in cognitive learning theory with implications for art education. Studies in Art Education, 36(3), 134-153. https://doi.org/10.2307/1320905
Efland, A. D. (2002). Art and cognition: Integrating the visual arts in the curriculum. New York and London: Teachers College Press.
Eisner, E. W. (2002). The arts and the creation of mind. New Haven, CT: Yale University Press.
Erzen, J. (2005). An ecological approach to art education: environmental aesthetics. International Journal of Education through Art, 1(2), 179-186. https://doi.org/10.1386/etar.1.2.179/1
Graham, M. A. (2007). Art, ecology and art education: Locating art education in a critical place-based pedagogy. Studies in Art Education, 48(4), 375-391.
Gurevitz, R. (2000). Affective approaches to environmental education: Going beyond the imagined worlds of childhood?. Ethics, Place & Environment, 3(3), 253-268. https://doi.org/10.1080/713665905
Hadzigeorgiou, Y., Skoumios, M. (2013). The development of environmental awareness through school science: Problems and possibilities. International Journal of Environmental & Science Education, 8: 405–426.
Hoffman Davis, J. (2008). Why our schools need the arts. New York and London: Teachers College Press.
Hollis, C. L. (1997). On developing an art and ecology curriculum. Art Education, 50(6), 21-24. https://doi.org/10.2307/3193684
Hudson, S. J. (2001). Challenges for environmental education: Issues and ideas for the 21st century: Environmental education, a vital component of efforts to solve environmental problems, must stay relevant to the needs and interests of the community and yet constantly adapt to the rapidly changing social and technological landscape. BioScience, 51(4), 283-288. https://doi.org/10.1641/0006-3568(2001)051[0283:CFEEIA]2.0.CO;2
Yang, Ch.-P. (2015). Education for appreciating environment – An example of curriculum design of natural aesthetic education in Taiwan. International Education Studies, 8(5), 88-100. https://doi.org/10.5539/ies.v8n5p88
Inwood, H. (2010). Shades of green: Growing environmentalism through art education. Art Education, 63(6), 33-38.
Inwood, H. J. (2008). At the crossroads: Situating place-based art education. Canadian Journal of Environmental Education, 13(1), 29-41.
Jacobson, S. K., Seavey, J., R.; Mueller, R. C. (2016). Integrated science and art education for creative climate change communication. Ecology and Society. Retrieved from https://www.ecologyandsociety.org/vol21/iss3/art30/. https://doi.org/10.5751/ES-08626-210330
juxtapoz.com. (2015). U-Ram Choe’s Kinetic Sculptures. Retrieved from https://www.juxtapoz.com/news/sculpture/u-ram-choe-s-kinetic-sculptures/
Matilsky, B. C. (1992). Fragile ecologies: contemporary artists’ interpretations and solutions. New York: Rizzoli.
Neperud, R. W. (1997). Art, ecology and art education: Practices & linkages. Art Education, 50(6), 14-20. https://doi.org/10.2307/3193683
Root-Bernstein, R., Root-Bernstein, M. (1999). Sparks of genius: The 13 thinking tools of the world’s most creative people. New York: Mariner Books.
Rosenthal, A. T. (2003). Teaching systems thinking and practice through environmental art. Ethics & the Environment, 8(1), 153-168. https://doi.org/10.1353/een.2003.0013
Savva, A., Trimis, E., Zachariou, A. (2004). Exploring the links between visual arts and environmental education: Experiences of teachers participating in an in-service training programme. The International Journal of Art & Design Education, 23(3), 246-255. https://doi.org/10.1111/j.1476-8070.2004.00404.x
Song, Y. I. K. (2008). Exploring connections between environmental education and ecological public art. Childhood Education, 85(1), 13-19. https://doi.org/10.1080/00094056.2008.10523051
Song, Y. I. K. (2012). Crossroads of public art, nature and environmental education. Environmental Education Research, 18(6), 797-813. https://doi.org/10.1080/13504622.2012.670208
Spaid, S. (2002). Ecovention: Current art to transform ecologies. Cincinnati, OH: The Contemporary Arts Center.
UNESCO. (2017). UNESCO and sustainable development goals. Retrieved from http://en.unesco.org/sdgs
Walker, H. (2001). Interviewing local artists: A curriculum resources in art teaching. Studies in Art Education, 42(3), 249-65. https://doi.org/10.2307/1321040