Materials: |
Art Education for Sustainable Development
The learning materials prepared are based on 5 principles which came out during the writing process: art as example, rethinking relations, locality, caring and experience and process. The art has the power to create a positive image of life, including sustainability-related aspects (Mantere, 1992). Works of art have potential to visualize different relationships, which are so-called healthier and sustainable (Illeris, 2012). Sustainable development is closely linked to the place where it is implemented, looking at the geographical, cultural, political differences, it is clear that SD is directly dependent on the place and its conditions (Hofman, 2015). The acquisition of knowledge through experience is one of the most effective ways of learning and art education provides a good opportunities for that (Mantere, 1992). Focusing on the process rather than the result creates more space for discussions and analysis between students. References: Mantere, M.-H. (1992). Ecology, Environmental Education and Art Teaching. In Piironen, L. (Ed.). (1992). Power of Images. Helsinki, Finland: INSEA Research Congress, Association of Art Teachers, pp. 17-26. Hofman, M. (2015). What is an Education for Sustainable Development Supposed to Achieve— A Question of What, How and Why. Journal of Education for Sustainable Development. Vol. 9, no. 2, pp. 213-228 Illeris, H. (2012). Nordic contemporary art education and the environment: Constructing an epistemological platform for Art Education for Sustainable Development (AESD). InFormation – Nordic Journal of Art and Research Vol 1, Issue 2. |