A Designed Eco-Art and Place-Based Curriculum Encouraging Students’ Empathy for the Environment

Abstract

Environmental art education is gaining importance in schools as arts education begins to acquire a more significant role in environmental education. This emerging field of study is an interdisciplinary endeavor that is centered on the different fields of environmental education and visual art education and provides a means of making students aware of environmental issues through environmental art education. It has been suggested that students get into a relationship with nature prior to the request to conserve the environment in order to be nature connected. This abstract focuses on teaching and learning through the arts, a pedagogical way in which students discuss the challenging aspects of environmental issues. The aim of this study is to make students act like protectors of their environment through an eco-art place-based curriculum. This paper’s pedagogies will provide educators with a framework for developing environmental art education lessons and curricula. This experimental study has been planned to gather data from interviews and observation of students and by making the students participate in nature-related activities. The findings show that students prefer to let go of their fascination with formulating better ecological perspectives. On the positive side, a few students went through some frustration during the program and the activities. Students have given positive feedback on the program in positive terms, such as “fun”, “interesting”, and “cool”, to express their experience gained through the class activities.

Keywords

• eco-art education
• empathy
• place-based education
• environment
• art education
• curriculum