Visual Arts and Environmental Issues Connecting Expressive Learning for Second Grade Students By Susannah Brown, PhD, Florida Atlantic University and Eileen Ariza, EdD, Florida Atlantic University
Abstract This research delineates an interdisciplinary approach incorporating environmental arts education, aimed at fostering students’ engagement in enhancing community and local environments. The author contextualizes this educational approach by guiding students in crafting their own artwork, facilitating immediate and intimate associations with the natural surroundings. By contributing their artistic expressions, second grade students effectively assume the role of “environmental artists,” thereby augmenting the broader world around them. Art educators can influence others through visual arts centered on environmental issues, fostering heightened environmental awareness conducive to sustainability. This principle serves as the driving force behind the project outlined in this paper. The insights of John Grande (2004) further catalyzed this endeavor, as he pondered the role of environmental visual art in instigating Figure 1. Crayon drawing of a lily societal change and enriching human culture within urban environments through his question: “In what way does this kind of art imply a commitment to social change and the betterment of human culture in the city, its local history or the broader context of nature with whose resources we change, alter and construct our city environments?” (Grande, 2004, p. 13). It is this dedication to fostering a brighter future that inspired the involvement of young children at a South Florida elementary school in this project. The second-grade students in two different classes participated in visual arts projects integrated with environmental issues
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Figure 2. Crayon drawing of flowers in the rain
and were asked to share their experiences and perspectives through a pre-activity and post-activity questionnaires. Thematic integrated instruction, including topics revolving around environmental issues are common in United States elementary schools (Brown & Bousalis, 2018; Inwood, 2015). Frequently, educators delve into themes such as recycling, the water cycle, habitats, natural resources, energy, pollution, or other environmental concerns, and at times intertwine visual arts with these various concepts in elementary classrooms (Ulbricht, 1998). However, these thematic lessons often generalize ecological matters, focusing on global societal aspects rather than delving into students’ immediate environments and their potential to effect change. While educators anticipate students will draw real-world connections, young elementary school students often require guidance in analyzing environmental and visual art concepts and grasping ideas applicable to their lives. Art educators play a crucial role in facilitating these connections, ensuring the transfer of knowledge throughout subject areas, and building children’s schema during the lesson