Beruflich Dokumente
Kultur Dokumente
Schwerin 1/22/2013
Introduction
While artistic representations of the Earth can engage The 2012 First Place Winner: "Wetlands: A Heaven of Wildlife" by Phoebe
Chiu, Grade 3, Ohio.
people of all ages, art can specifically be used as a
creative gateway to learning about science and the
environment for young students. In a recent study, early childhood researcher Kumara Tarr found that arts-based
pedagogies were effective for teaching young children about the natural world, and observed children had enhanced
understanding and expanded environmental awareness, in particular , new ideas about the care and nurture of
environmental features with which they identified [1].
Tapping into childrens imaginations and natural curiosity about their world can also help them develop the skills
necessary to be successful in science. Observing, measuring, visualizing, designing, experimenting and
communicating are just some of the shared connections between science and art. Exposing students to science
through visualization integrates science into a students understanding of the world [2]. In a similar manner, art can
serve as an introduction to the scientific process: students are asked to observe the world, visualize their artistic
piece, draft designs, perhaps draw some sketches to experiment with what will and will not work in the piece, and
judge if the result accurately communicates the information they intended to present [3]. In addition, art-based
1/7
activities can help students comprehend abstract scientific theories and improve their critical thinking skills, [4] as
students have to integrate different scientific facts to create a coherent, concise image.
Since 1996, the Institute for Global Environmental Strategies (IGES), a Virginia-based nonprofit that advances Earth
and space science education and environmental monitoring, has sponsored a national science and art contest for
students in second through fourth grades throughout the U.S. [5]. This article discusses the lessons identified and
learned throughout the 17 years of the contest, including valuable feedback from teachers and parents, which may
be relevant to the development of programs using art and science as a way to educate children about the
environment and to foster greater environmental awareness.
The 2006 Third Place Winner: The Life and Story of Antarctica by
Jimmy Dawley, Grade 4, Texas.
The annual IGES Art Contest was established as an innovative way to engage young students in thinking about the
environment, and began as a means to generate art for IGESs annual holiday card. Children were invited to think
about and draw their favorite thing about the environment, and in response to feedback from teachers, the contest
quickly evolved to a more specific theme that could support elementary education. While having a theme helped to
2/7
focus students artwork, the theme needed to be broad enough so teachers had the flexibility to integrate the contest
into their curriculum. Feedback from teachers included ideas for
themes, such as climate zones, which would allow them to
integrate geography, science, reading and art.
Lessons Learned
3/7
During our studies, I turned my art classroom into an underwater environment. Every day we
watched the live Web cameras online at the Monterey Bay
Aquarium while we drew ocean pictures. I also added
some blue tissue paper to some of the windows and we
listened to the oceans theme music which was
incorporated into the aquarium website. The links provided
were great resources and I will continue to use them to
extend this unit in the future.
Addressing Misconceptions
4/7
Assessing Student Understanding and Progress
Contest themes are selected to incorporate national science standards for second, third and fourth grades. The
2012 biodiversity theme, The Worlds A Place of Living Things!, drew on standards the diversity of life and systems,
content standards identified in the American Association for the Advancement of Science (AAAS) Project 2061 .
Visual arts education standards also provide an opportunity to incorporate environmental science into the
elementary curriculum. The Visual Arts Standards of Learning for Virginia Public Schools exemplifies this by
requiring their students to identify distinguishing characteristics of landscape, seascape, and cityscape [11]. Science
and art teachers can develop plans for their classes or collaborate to more fully integrate the lessons of each
subject, and stress how art and science inform one another.
Conclusion
Art can serve as an effective tool to introduce and engage young students in science and the environment. Built
around an annual theme developed to align the concepts and subjects taught in the elementary classroom, the IGES
Art Contest has contributed to expanding students awareness and interest in the environment. When incorporated
in lesson plans, artistic exercises such as the IGES contest can help support and assess student understanding of
complex subjects, such as habitat, biodiversity and weather. The lessons learned through IGES experience
implementing this contest can serve as a starting point for others who wish to develop programs aimed at using art
to introduce students to scientific subjects.
References:
[1] K. Tarr, Enhancing environmental awareness through the arts Australian Journal of Early Childhood, Vol. 33,
No. 3, pp. 19-26, Sept. 2008.
[2] S. Halpine, Introducing Molecular Visualization to Primary Schools in California: The STArt! Teaching Science
Through Art Program. Journal of Chemical Education, Vol. 81, No. 10, pp. 1431-1436, Oct. 2004.
[3] K. Rommel-Esham, Do You See What I See? An artful approach to introducing science-process skills. Science
and Children, Vol. 43, No. 1, pp. 40-43, Sept. 2005.
[4] R. Alberts. (2008, Dec.) Discovering Science Through Art-Based Activities, Beyond Penguins and Polar Bears.
[Online]. Available: http://beyondpenguins.ehe.osu.edu/issue/earths-changing-surface/discovering-science-through-
art-based-activities.
[5] Institute for Global Environmental Strategies Art Contest. (2012, Dec.) [Online]. Available:
http://strategies.org/education/student-contests/art-contest/.
[6] S. Thames, correspondence with Institute for Global Environmental Strategies, Dec. 2007.
[7] National Research Council. National Science Education Standards, 1996. [PDF Document]. Available:
http://www.nap.edu/openbook.php?record_id=4962
[8] M. Wenham, Art and Science in Education: The Common Ground. Journal of Art & Design Education, Vol. 17,
No. 1, pp. 61-70, 1998.
[9] K. Chencharik, correspondence with Institute for Global Environmental Strategies, Oct. 2008.
[10] A. Flowers, L.R. Larson, G. T. Green, J. P. Carroll, & A. Shenk, Using art in environmental education program
evaluation, presented at the North American Association for Environmental Education Annual Conference. Raleigh,
NC, Oct. 12-15, 2011. [Poster]
6/7
[11] Board of Education, Commonwealth of Virginia. (2000). Visual Arts Standards of Learning for Virginia Public
Schools (2000) [PDF Document] Available:
http://www.doe.virginia.gov/testing/sol/standards_docs/previous_years/2000/fine_arts/visual_arts/visualarts00k-
12.pdf
7/7