There is a diverse tradition in art education for advancing environmental, ecological and sustainability-related topics. But are the existing conceptualisations and approaches to environmental art education sufficient in this time of ecological crises?
This dissertation examines the theoretical-philosophical groundings of environmental art education and discusses the limitations that arise from its ties to Western dualistic thinking that maintain the separateness of human and nature, and furthermore, reasserts human exceptionalism.
Conventional conceptions of human-nature relations are disturbed in the research drawing on posthumanist theories. An experiment mobilised through orienteering in the Finnish forests activates imaginings towards a posthumanist environmental art education. The research proposes generative potentials in art educational strategies for queering normative human-nature relations and acknowledging more-than-human agencies. It further encourages future environmental art education to focus on complex material and multispecies entanglements and attend to their ethics and politics.
https://shop.aalto.fi/p/1451-reorienting-environmental-art-education
(Also downloadable as pdf)

Every year, millions of people throw away countless items because they don’t know how to fix them. Some products are manufactured in a way that makes it hard, if not impossible, for people to repair them themselves. This throwaway lifestyle depletes Earth’s resources and adds to overflowing landfills. Now there’s a better way. Repair Revolution chronicles the rise of Repair Cafes, Fixit Clinics, and other volunteer-run organizations devoted to helping consumers repair their beloved but broken items for free. Repair Revolution explores the philosophy and wisdom of repairing, as well as the Right to Repair movement. It provides inspiration and instructions for starting, staffing, and sustaining your own repair events. “Fixperts” share their favorite online repair resources, as well as tips and step-by-step instructions for how to make your own repairs. Ultimately, Repair Revolution is about more than fixing material objects: in an age of over-consumption and planned obsolescence, do-it-yourself repair is a way of caring for our lives, our communities, and our planet.
https://www.newworldlibrary.com

“Being fully present to fear, to gratitude, to all that is—this is the practice of mutual belonging. As living members of the living body of Earth, we are grounded in that kind of belonging. Even when faced with cataclysmic changes, nothing can ever separate us from Earth. We are already home.”—Joanna Macy
Joanna Macy is a scholar of Buddhism, systems thinking, and deep ecology whose decades of writing, teaching, and activism have inspired people around the world. In this collection of writings, leading spiritual teachers, deep ecologists, and diverse writers and activists explore the major facets of Macy’s lifework. Combined with eleven pieces from Macy herself, the result is a rich chorus of wisdom and compassion to support the work of our time.
Preview part of the book:
https://en.calameo.com/read/000039257585e04ba938b

www.shambhala.com/a-wild-love-for-the-world.html
 

From foraging and hunting for food to (more recently) finding solace and peace in a beautiful vista, humans have long interacted with the natural world. Though a connection to nature runs deep in our DNA, however, people of the modern age are indoors almost 93% of the day. With that said, there is a growing evidence suggests that the natural world promotes mental and physical well-being, including stress relief, improved mood, and neurological benefits. Ecotherapy, a steadily developing but lesser-known construct in mental health, explores the reciprocal relationship humans have with nature and its capacity to build strength and provide healing.
Nature Is Nurture provides an overview of the theoretical concepts and empirical bases of ecotherapy via historical considerations and recent research within the discipline. Chapters share practical ways to incorporate ecotherapy with children, adults, and veteran populations; within schools; and in group work. Descriptions of modalities such as animal-assisted, equine-assisted, horticultural, forest-bathing, green-exercise, and adventure-based therapy are also included alongside case examples, techniques, and practical and ethical considerations. In examining the impact of improved physical and mental wellness for all clients, this book provides counselors, therapists, social workers, and psychologists with the knowledge and techniques to infuse ecotherapy into everyday practice.
Oxford University Press

Why Science and Arts Creativities Matter is a ground-breaking text which significantly extends current understandings of STEAM and debates about individuation of disciplines vis-à-vis transdisciplinary theory. Drawing upon posthumanism, new materialism and enactivism, this collection of chapters aims to dwell further into the ways in which we come to know in relationship with the world. The text draws together a wide set of approaches and points of views to stimulate dialogue and awareness of the different ways in which we can extend the repertoire of human faculties for thinking and experiencing the world. A unique invitation is shared with readers to develop greater understanding of the contribution of education across the arts and sciences and to re-imagine our collective futures.
This book is a unique and timely volume that opens up several new lines of enquiry and arguments on STEAM education. It rebalances and readdresses the current emphasis in the literature around STEAM as another, newer opportunity to teach content. Instead, it brings a more specific focus on an entwining of contemporary theorists – putting theory to work – to extend the means for understanding and cultivating science and arts creativities, and make explicit key connections with the materiality of practices. This new go-to text offers a demonstration of how the latest research and theoretically engaged thinking (thinking through theory) on STEAM education can be put to work in practice.
Brill

Dark Pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education. Drawing on the work of the classic horror author H.P. Lovecraft and new materialist insights of speculative realism, the authors link Lovecraft’s ‘tales of the horrible’ to the current spectres of environmental degradation, climate change, and pollution. In doing so, they draw parallels between how humans have always related to the ‘horrible’ things that are scaled beyond our understanding and how education can respond to an era of climate catastrophe in the age of the Anthropocene. A new and darker understanding of environmental and sustainability education is thus developed: using the tripartite reaction pattern of denial, insanity and death to frame the narrative, the book subsequently examines the specific challenges of potentials of developing education and pedagogy for an age of mass extinction. This unflinching book will appeal to students and scholars of dark pedagogies as well as those interested in environment and sustainability education.
Palgrave MacMillan

Along Ecological Lines is the second critical anthology in Gaia Project’s bestselling Elemental series. Bringing together essays, interviews and case studies it examines the work and ideas of a range of environmentally engaged artists working in Europe today.
Providing readers an insight into practices that are dealing in different ways with the urgent and complex manifestations of climate change, this book addresses questions about how art can positively enter a discourse which is often dominated by political and scientific voices.
Spanning seven chapters of writings by artists, activists and academics, this volume brings together various interconnected themes from self-sufficiency and civil disobedience, to inter-species justice, divestment and de-growth, to environmental ethics.
The collected texts reveal a new immediacy amongst a growing network of practitioners collaborating across disciplines to bring creative, at times visionary methods to bear on environmental and ecological challenges.
Cornerhouse Publications

The ecological eye
Assembling an ecocritical art history
Andrew Patrizio, 2019

In the popular imagination, art history remains steeped in outmoded notions of tradition, material value and elitism. How can we awaken, define and orientate an ecological sensibility within the history of art? Building on the latest work in the discipline, this book provides the blueprint for an 'ecocritical art history', one that is prepared to meet the challenges of the Anthropocene, climate change and global warming. Without ignoring its own histories, the book looks beyond - at politics, posthumanism, new materialism, feminism, queer theory and critical animal studies - invigorating the art-historical practices of the future.
Manchester University Press

Provoking the Field invites debate on, and provides an essential resource for, transnational arts-based scholars engaged in critical analyses of international visual arts education and its enquiry in doctoral research. Divided into three parts – doctoral processes, doctoral practices and doctoral programmes – the volume interrogates education in both formal and informal learning environments, ranging from schools to post-secondary institutions to community and adult education.
This book brings together a global range of authors to examine visual arts PhDs using diverse theoretical perspectives; innovative arts and hybrid methodologies; institutional relationships and scholarly practices; and voices from the field in the form of site-specific cases. A compendium of leading voices in arts education, Provoking the Field provides a diverse range of perspectives on arts enquiry, and a comprehensive study of the state of visual arts PhDs in education.
Intellect Books

By paying tribute to matter, materiality, and materialization, the examples of contemporary art assembled in What’s Next? Eco Materialism and Contemporary Art challenge the social, cultural, and ethical norms that prevailed in the twentieth century. This significant frontier of contemporary culture is identified as ‘Eco Materialism’ because it affirms the emergent philosophy of Neo Materialism and attends to the pragmatic urgency of environmentalism.
In this highly original book, Linda Weintraub surveys the work of forty international artists who present materiality as a strategy to convert society’s environmental neglect into responsible stewardship. These bold art initiatives, enriched by their associations with philosophy, ecology, and cultural critique, bear the hallmark of a significant new art movement. This accessible text, augmented with visuals, charts, and questionnaires, invites students and a wider readership to engage in this timely arena of contemporary art.
The University of Chicago Press
 

This book explores why the concept of wild pedagogy is an essential aspect of education in these times; a re-negotiated education that acknowledges the necessity of listening to voices in a more than human world, and (re)learning how to dwell in a place. As the geological epoch inexorably shifts to the Anthropocene, the authors argue that learning to live in and engage with the world is increasingly crucial in such times of uncertainty. The editors and contributors examine what wild pedagogy can truly become, and how it can be relevant across disciplinary boundaries: offering six touchstones as working tools to help educators forge an onward path. This collaborative work will be of interest to students and scholars of wild pedagogies, alternative education and the Anthropocene, and for all those engaged in re-wilding education.
Review:
www.tandfonline.com/doi/abs/10.1080/13504622.2019.1688766

Palgrave

Emphasizing the importance of contemporary art forms in EcoJustice Education, this book examines the interconnections among social justice and ecological well-being, and the role of art to enact change in destructive systems. Artists, educators, and scholars in diverse disciplines from around the world explore the power of art to disrupt ways of thinking that are taken for granted and dominate modern discourses, including approaches to education. The EcoJustice framework presented in this book identifies three strands—cultural ecological analysis, revitalizing the commons, and enacting imagination—that help students to recognize the value in diverse ways of knowing and being, reflect on their own assumptions, and develop their critical analytic powers in relation to important problems. This distinctive collection offers educators a mix of practical resources and inspiration to expand their pedagogical practices. A Companion Website includes interactive artworks, supplemental resources, and guiding questions for students and instructors.Enhancing and extending the text, the Companion Website features chapter resources, key concepts, guiding questions, and additional photos and links.

Companion website

Routledge

Arts Programming for the Anthropocene argues for a role for the arts as an engaged, professional practice in contemporary culture, charting the evolution of arts over the previous half century from a primarily solitary practice involved with its own internal dialogue to one actively seeking a larger discourse. The chapters investigate the origin and evolution of five academic field programs on three continents, mapping developments in field pedagogy in the arts over the past twenty years. Drawing upon the collective experience of artists and academicians in the United States, Australia, and Greece operating in a wide range of social and environmental contexts, it makes the case for the necessity of an update to ensure the real world relevance and applicability of tertiary arts education.
Based on thirty years of experimentation in arts pedagogy, including the creation of the Land Arts of the American West (LAAW) program and Art and Ecology discipline at the University of New Mexico, this book is written for arts practitioners, aspiring artists, art educators, and those interested in how the arts can contribute to strengthening cultural resiliency in the face of rapid environmental change.
CRC Press, Taylor & Francis Group
 

Using Art as Research in Learning and Teaching
Multidisciplinary Approaches Across the Arts
Ross W. Prior (Ed.), 2018

Using Art as Research in Learning and Teaching explores various multidisciplinary visual and performing art forms, including creative writing, as ways to provide a rich contribution and understanding to research, learning and teaching. Key figures in the field share their art-based research, arts practice and philosophy, bringing the arts to life within their taught and learned contexts across a variety of art forms and levels of post-compulsory education. Featuring a foreword by internationally renowned proponent of art-based research Professor Shaun McNiff, this book will be informative and useful to arts researchers and educators, addressing key challenges and possibilities in a rapidly changing higher education environment.
Intellect Books
 

At the core of both art and science we find the twin forces of probability and uncertainty. However, these two worlds have been tenuously entangled for decades. On the one hand, artists continue to ask complex questions that align with a scientific fascination with new discoveries, and on the other hand, it is increasingly apparent that creativity and subjectivity inform science’s objective processes and knowledge systems. In order to draw parallels between art, science, and culture, this publication explores the ways that selected art works have contributed to a form of cultural pedagogy. It follows the integration of culture and science in artists’ expressions to create meaningful experiences that expose the probabilities and uncertainties equally present in the world of science.
The University of Chicago Press
 

In recent history, the arts and sciences have often been considered opposing fields of study, but a growing trend in drawing research is beginning to bridge this divide. Gemma Anderson’s Drawing as a Way of Knowing in Art and Science introduces tested ways in which drawing as a research practice can enhance morphological insight, specifically within the natural sciences, mathematics, and art.
Inspired and informed by collaboration with contemporary scientists and Goethe’s studies of morphology, as well as the work of artist Paul Klee, this book presents drawing as a means of developing and disseminating knowledge, and of understanding and engaging with the diversity of natural and theoretical forms, such as animal, vegetable, mineral, and four dimensional shapes. Anderson shows that drawing can offer a means of scientific discovery and can be integral to the creation of new knowledge in science as well as in the arts.
Intellect Books

Debunking myths behind what is known collectively as the new cosmology—a grand, overlapping set of narratives that claim to bring science and spirituality together—Lisa H. Sideris offers a searing critique of the movement’s anthropocentric vision of the world. In Consecrating Science, Sideris argues that instead of cultivating an ethic of respect for nature, the new cosmology encourages human arrogance, uncritical reverence for science, and indifference to nonhuman life. Exploring moral sensibilities rooted in experience of the natural world, Sideris shows how a sense of wonder can foster environmental attitudes that will protect our planet from ecological collapse for years to come.
University of Californa Press
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Lowell Duckert shows that when playwrights and travel writers physically interacted with rivers, glaciers, monsoons, and swamps, they composed “hydrographies,” or bodily and textual assemblages of human and nonhuman things that dissolved notions of human autonomy and its singular narrativity. Duckert concludes by investigating waterscapes in peril today and outlining what we can learn from early moderns’ eco-ontological lessons.
www.upress.umn.edu/book-division/books/for-all-waters

This thesis reflects on the practical, philosophical and psychological concerns of how designers and craft practitioners make sense of materials and making through their hands. The main research question, ‘How do design and craft practitioners think through their hands?’, is studied through empirical research in the form of three craft and design-based case studies, using practice-led, ethnographic and auto-ethnographic methods. The results point to the embodied knowledge and emotions related to tactual interaction with materials that informed the designing and making, especially in the decision-making processes that the design or crafts practitioner goes through. “The thesis makes an original contribution to enhancing knowledge on the nature and role of embodied cognition in design and craft related research and practice.” (Katherine Townsend)
https://shop.aalto.fi/p/963-making-sense-through-hands

Matsutake is the most valuable mushroom in the world—and a weed that grows in human-disturbed forests across the northern hemisphere. Through its ability to nurture trees, matsutake helps forests to grow in daunting places. It is also an edible delicacy in Japan, where it sometimes commands astronomical prices. In all its contradictions, matsutake offers insights into areas far beyond just mushrooms and addresses a crucial question: what manages to live in the ruins we have made?
A tale of diversity within our damaged landscapes, The Mushroom at the End of the World follows one of the strangest commodity chains of our times to explore the unexpected corners of capitalism. Here, we witness the varied and peculiar worlds of matsutake commerce: the worlds of Japanese gourmets, capitalist traders, Hmong jungle fighters, industrial forests, Yi Chinese goat herders, Finnish nature guides, and more. These companions also lead us into fungal ecologies and forest histories to better understand the promise of cohabitation in a time of massive human destruction.
By investigating one of the world’s most sought-after fungi, The Mushroom at the End of the World presents an original examination into the relation between capitalist destruction and collaborative survival within multispecies landscapes, the prerequisite for continuing life on earth.
http://press.princeton.edu

To live, every being must put out a line, and in life these lines tangle with one another. This book is a study of the life of lines. Following on from Tim Ingold's groundbreaking work Lines: A Brief History, it offers a wholly original series of meditations on life, ground, weather, walking, imagination and what it means to be human.
In the first part, Ingold argues that a world of life is woven from knots, and not built from blocks as commonly thought. He shows how the principle of knotting underwrites both the way things join with one another, in walls, buildings and bodies, and the composition of the ground and the knowledge we find there. In the second part, Ingold argues that to study living lines, we must also study the weather. To complement a linealogy that asks what is common to walking, weaving, observing, singing, storytelling and writing, he develops a meteorology that seeks the common denominator of breath, time, mood, sound, memory, colour and the sky. This denominator is the atmosphere. In the third part, Ingold carries the line into the domain of human life. He shows that for life to continue, the things we do must be framed within the lives we undergo. In continually answering to one another, these lives enact a principle of correspondence that is fundamentally social.
This compelling volume brings our thinking about the material world refreshingly back to life. While anchored in anthropology, the book ranges widely over an interdisciplinary terrain that includes philosophy, geography, sociology, art and architecture.
www.routledge.com

This book is a great sequel and expansion to Tim Ingold's earlier book, Lines: A brief history mentioned below (2006), and now republished in 2016.

What do walking, weaving, observing, storytelling, singing, drawing and writing have in common? The answer is that they all proceed along lines. In this extraordinary book Tim Ingold imagines a world in which everyone and everything consists of interwoven or interconnected lines and lays the foundations for a completely new discipline: the anthropological archaeology of the line. Ingold’s argument leads us through the music of Ancient Greece and contemporary Japan, Siberian labyrinths and Roman roads, Chinese calligraphy and the printed alphabet, weaving a path between antiquity and the present. Setting out from a puzzle about the relation between speech and song, Ingold considers how two kinds of line – threads and traces – can turn into one another as surfaces form or dissolve. He reveals how our perception of lines has changed over time, with modernity converting to point-to-point connectors before becoming straight, only to be ruptured and fragmented by the postmodern world.
www.routledge.com

Initiated by the Centre for Contemporary Art and the Natural World (CCANW), Soil Culture is a three year programme which reveals how arts and culture explore the vital, ecological importance of soil.
Soil Culture demonstrates the UK contribution to the United Nations International Year of Soils, 2015. The programme consists of various events, in particular 12 artist residencies (featuring Touchstone Collaborations, Bristol, and Karen Guthrie, among others) aimed at encouraging an exploration of the ecology and importance of soil.
The project has climaxed with a major group exhibition, Soil Culture: Deep Roots (Falmouth Art Gallery and Plymouth Peninsula Arts in 2015/16), which brings together the work of six important international environmental artists: Paolo Barrile, Mel Chin, herman de vries, Richard Long, Ana Mendieta, and Claire Pentecost.
The range of artworks includes work by Mel Chin, who uses plants to extract heavy metals from contaminated land, to that of Claire Pentecost who has sculpted soil into the shapes of gold ingots to reflect its true worth. Also featured are works by seven British artists, including Chris Drury, Andy Goldsworthy, and David Nash.
www.cornerhousepublications.org

This groundbreaking handbook is a resource for artists, community activists and anyone wishing to reach beyond the facts and figures of science and technology to harness their creativity to make change in the world.This timely book explores the pivotal role artists play in re-thinking the future; re-inventing and re-imagining our world at a time of systemic change and uncertainty. Playing for Time identifies collaborative arts practices emerging in response to planetary challenges, reclaiming a traditional role for artists in the community as truth-tellers and agents of change.
Sixty experienced artists and activists give voice to a new narrative – shifting society’s rules and values away from consumerism and commodity towards community and collaboration with imagination, humour, ingenuity, empathy and skill. Inspired by the grass-roots Transition movement, modelling change in communities worldwide, Playing for Time joins the dots between key drivers of change – in energy, finance, climate change, food and community resilience – and ‘recipes for action’ for readers to take and try.
http://oberonbooks.com

See presentation by the author on RSA Replay: The Citizen Artist as an Agent of Change
 

Ken Robinson is one of the world's most influential voices in education. His talk 'How Schools Kill Creativity' is the most viewed in the history of TED and has been seen by millions of people all over the world. In Creative Schools he sets out his practical vision for how education can be transformed to enable all young people to flourish and succeed in the twenty-first century.
In this book, Robinson argues for an end to the outmoded, industrial systems of mass schooling and proposes a highly personalized, organic approach that draws on today's unprecedented technological and professional resources to engage all students and develop their individual abilities and love of learning.
Written with Robinson's trademark wit and engaging style, and filled with practical examples, anecdotes and ground-breaking research, Creative Schools will inspire teachers, parents and policymakers alike to be part of the change our children urgently need.
www.penguin.com

Read excerpt

This book introduces the idea of sustainability and its aesthetic dimension, suggesting that the role of the aesthetic is an active one in developing an ecologically, economically and culturally healthy society. With an introduction by Christopher Crouch and an afterword by John Thackara, the book gathers together a range of essays that address the issue of the aesthetics of sustainability from a multitude of disciplinary and cultural perspectives.
www.brownwalker.com

View first 25 pages as PDF (free download)

Art education exists on the borderlines of the global and local. The last 100 years of Finnish art education are no exception and belong to the wider international research field. The history and evolving practices of Finnish art education interact with paradigms of international art education. Conversations on Finnish Art Education consists of writings by Finnish, European, and American scholars. It presents international topics that resonate with current issues in Finnish art education. Chapters address what it means to be a contemporary Finnish art educator in a global context. The book also gives concrete examples of international collaborative projects.
https://shop.aalto.fi

In this book you can explore texts and visuals that focus on contemporary social, cultural, aesthetic and philosophical issues in art education. The anthology is written by 30 Nordic and Baltic researchers, artists and teachers. An extensive introduction establishes vital themes such as relational art practices, arts-based research and visual culture, and through concrete examples from educational and artistic practices the essays explore art education both in theory and in practice. The authors adopt contemporary approaches such as the concept of experience, multimodality, disability studies, poetic function, museum studies, collaborative writing, social constructions, A/r/tography and performance ethnography.
An edge provides a dividing line, separating here from there, the known from the unknown. The overall perspective of this book is based on a movement that has drawn the authors closer to the edges than to a centre for art education.
http://multivers.dk/da/fagboger/kunst-og-foto/

Why does knowing more mean believing—and doing—less? The more facts that pile up about global warming, the greater the resistance to them grows, making it harder to enact measures to reduce greenhouse gas emissions and prepare communities for the inevitable change ahead.
It is a catch-22 that starts, says psychologist and economist Per Espen Stoknes, from an inadequate understanding of the way most humans think, act, and live in the world around them. With dozens of examples—from the private sector to government agencies—Stoknes shows how to retell the story of climate change and, at the same time, create positive, meaningful actions that can be supported even by deniers.
www.chelseagreen.com

Author Renee Lertzman applies psychoanalytic theory and psychosocial research to the issue of public engagement and public apathy in response to chronic ecological threats. In highlighting unconscious and affective dimensions of contemporary ecological issues, Lertzman deconstructs the idea that there is a gap between what people actually care about, and what is actually carried out in policy and personal practice. Instead, she argues for a theory of environmental melancholia, that accounts for the ways in which people may experience profound loss and disruption caused by environmental issues, yet may have trouble expressing or making sense of such experiences. In doing so she presents an innovative way to think about and design engagement practices and policy interventions.
www.routledge.com

In the twenty-first century we are confronted with a rapidly changing world full of social, economic and environmental uncertainties. We are all inherently connected to this changing world and in order to create the best possible conditions for life to thrive, we must each develop an inner capacity to respond and adapt to life in new, creative and innovative ways.
By learning to recognise our cognitive habits of interrupting and defining life through our fixed ideas, labels and judgements, we can begin to develop a dynamic way of seeing that enables us to perceive and respond to life with greater attentiveness.
First Steps in Seeing reveals a practical set of stepping stones that guide the reader into this dynamic way of seeing and relating. Using personal stories, practical exercises and real-world case studies in development, education and business, the author takes the reader on a journey to explore how to give our full attention to life, and how to enliven the world that we each co-create.
www.florisbooks.co.uk

What begins to happen when we seek to connect to the natural world primarily through art, rather than pre-established scientific knowledge? In At the Heart of Art and Earth, Jan van Boeckel explores the kind of learning that takes place through arts-based environmental education. As we approach phenomena indirectly and invite the unforeseen, we grope our way forward and multiple meanings can come forth.
www.taik.fi/kirjakauppa

The book can be downloaded as PDF file here

New: Use this form if you want to order a printed copy of the book (2nd edition)


 

Suomeksi

Anniina Suominen, Tere Vadén, Kaisa Pajanen, Marjo Soulanto, Malva Green, Ulla Taipale, Pia Lindman & Oakalo työryhmä, Elissa Eriksson, Timo Jokela, Meri-Helga Mantere, Pirkko Pohjakallio, Mirja Hiltunen, Raisa Foster, Leena Valkeapää, Henrika Ylirisku, Elina Härkönen, Jussi Mäkela, Maria Huhmarniemi, Mari von Boehm, Johanna Vilja-Mantere, Antti Stöckell, Heli Mäkinen & Hanna Meriläinen.

Millä tavoin ympäristöhuoli ja eettinen yhteisöllisyys ilmenee taidekasvattajien, taiteilijoiden ja tutkijoiden ajattelussa ja toiminnassa? Kuinka taide ja taidekasvatus voivat vahvistaa kulttuurin kestävyyttä ja edistää tasa-arvon toteutumista yhteiskunnassa?
Kirja käsittelee taidetta ja taidekasvatusta suhteessa inhimilliseen ympäristökokemukseen. Erilaisia tekstejä yhdistää osallistava, voimauttava ja aktivismiin orientoitunut pedagoginen asenne, joka haastaa totuttuja asenteita ja käytäntöjä. Artikkelit rakentavat historiallista ja pedagogista perustaa ja ehdottavat avauksia taidekasvatukselle, joka pyrkii edistämään ekososiaalista demokraattisuutta.
http://shop.aalto.fi/p/877-taidekasvatus-ymparistohuolen-aikakaudella/

Kuvis sata -julkaisussa on opettajankouluttajien omana aikanaan kirjoittamia ajatuksia taidekasvatuksesta sekä vuonna 2015 opettajina ja tutkijoina toimivien pohdintoja. Opettajankoulutuksesta kertovien kuvien lisäksi mukana on eri aikojen koululaisten tekemiä kuvia Kuvataidekasvatuksen historia-arkistosta.
Oppiaine on kulkenut nimillä piirustus, kuvaamataito, kuvataide, kuvaanto, taidekasvatus, taide ja saanut lempinimekseen kuviksen, joka sisältää kuvan ja visuaalisuuden. Taidekasvattajat ovat vakuuttuneita siitä, että kuvilla ja taiteella pystytään vaikuttamaan tavoilla, joilla perinteinen tiedonjako tehoaa heikosti.
Taide- ja taiteen opettajakoulutus etsii jatkuvasti uutta miettien mistä juuri tässä ajassa ottaa kiinni. Mitä nyt tarvitaan, keitä ja miten taidekasvatus nyt palvelee?
https://shop.aalto.fi

Kirjoituksia taiteeseen perustuvasta ympäristökasvatuksesta
Toimittanut Meri-Helga Mantere

En ordbilderbok som vill insprirera till undersökande lekar med bild, ord, bokstäver och språk. Här finns Magnus Lönns överraskande och rika fantasi som gestaltar ord och bokstäver på ett roligt och frigörande sätt. Boken kretsar kring språkliga lekar och ordens kraft att förvandla. Det kan vara en liten förskjutning, en felande länk, en oväntad bokstav i ett bekant ord som ger tankarna ny fart och riktning. Får jag hitta på alldeles egna ord?
Är min ordstad lika viktig som min bostad? Nyfiken är jag men hur blir jag nufiken?Är det någon som kan säga vad en klokförare gör? Kan jag bli ordsynlig med de ord jag själv finner?

Dikt på barresiska

Brev från en björk

Inom pedagogiken finns en lång tradition av att koppla samman barn och natur och det gäller speciellt förskolepedagogiken och friluftsrörelsen. Det finns ett starkt värderande av naturupplevelser, det är positivt att vistas i skogen. Skogen framställs som den goda platsen där barn både lär sig att bli sociala och tillåts vara ifred eftersom det finns plats för alla.
Det finns en idéhistorisk grund till att barndom och natur kopplas samman som emanerar från romantiken och de pedagogiska idéer som utvecklades under 1800-talet. Detta är ett internationellt fenomen, men det finns mycket som talar för att det är särskilt framträdande i Norden, inte minst har denna tradition förstärkts av författare som t ex Elsa Beskow och Astrid Lindgren.
Boken bygger på studier av idéer bakom naturens och barndomens betydelse som framträder i texter av olika slag, både vetenskapliga och litterära. Hon intresserar sig för naturbegreppet och den symboliska betydelse som naturbegreppet har idag, samt för hur man kan förstå dess framväxt. Hon intresserar sig också för hur barndom knyts till natur och vilken natur som då lyfts fram.
Halldén är professor emerita vid Tema Barn vid Linköpings universitet. Hennes ämnestillhörighet finns inom pedagogiken och pedagogisk psykologi. Hon har forskat och skrivit flera böcker och artiklar om synen på barndomen och naturen.
www.carlssonbokforlag.se

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Wanneer kinderen persoonlijk ervaring opdoen met de natuur ontstaat er meer individuele waardering voor de natuur. Ze ontdekken wat de natuur hen te bieden heeft en zullen er dan ook beter voor zorgen. Dit eenvoudige doch zeer effectieve concept vormt de basis van Sharing Nature®, waarmee Joseph Cornell sinds de introductie in 1979 wereldwijd voor een ware revolutie in de natuureducatie heeft gezorgd. De beroemde natuurconservator Sir Peter Scott noemde Sharing Nature zelfs van wezenlijk belang voor het voortbestaan van de planeet.

De basis voor Sharing Nature vormt de leermethode Flow Learning. Cornell deelde zijn methode in vier fasen in: 1. stimuleer enthousiasme 2. concentreer de aandacht 3. direct ervaren en 4. deel inspiratie. In de eerste fase gaat het om speelsheid en alertheid, in de tweede om ontvankelijkheid, in de derde om opgaan in de ervaring en in de vierde om verheldering en verdieping van de ervaring. Naast een uitgebreide uitleg van deze leermethode bevat dit boek per fase spelvormen voor zowel kleine als grotere groepen. Door de spelvormen leren de kinderen op een creatieve manier van de natuur. Ze krijgen het gevoel deel uit te maken van de natuur, hebben plezier en ervaren innerlijke kalmte.
www.sharingnature.nl

Plaats gaat over de moderne ervaring van en verbondenheid met plaatsen. Mensen voelen zich verbonden met tal van uiteenlopende plaatsen, maar vaak zijn dat plekken in de natuur. Plekken bieden rust, een mogelijkheid tot reflectie; ze zijn geschikt om nieuwe dingen te ontdekken maar kunnen ook juist de plek zijn waar het alledaagse leven zich afspeelt. Maar in onze permanent veranderende wereld lijkt ook de betekenis en beleving van plaats radicaal veranderd te zijn. De hele planeet is tegenwoordig ons thuis, maar erg veel houvast lijkt dat niet te geven. Het lijkt eerder alsof de samenleving de grond onder haar voeten is kwijtgeraakt; we zijn – letterlijk - zonder vaste verblijfplaats, en juist daarom lijkt plaats zo belangrijk voor ons geworden. In de vorm van filosofische beschouwingen, wetenschappelijke artikelen, persoonlijke essays, columns en literaire fragmenten, laat een breed scala aan auteurs zien hoe het staat met onze hedendaagse verbondenheid met natuur en landschap.
www.knnvuitgeverij.nl

Kunstenaars en kinderen hebben gemeen dat ze met onbevangen blik naar de wereld kunnen kijken. Zij kijken met andere ogen naar de gewoonste dingen en zien een kraaienkop in een vuilniszak of een garnaal in het plaveisel. Hoor de zon is een speels en avontuurlijk boek dat de ogen opent voor het bijzondere in het gewone. De kunst en artikelen in dit boek laten zien dat er meer dan één manier is om de wereld te bekijken en toont nieuwe perspectieven. Het boek heeft 112 pagina's en bevat veel prachtige foto's van kunstwerken. De interviews zijn met Jan van Boeckel en Wil Uitgeest en de bijdragen van o.a. Jan Rothuizen, Job Koelewijn, Marijke van Warmerdam en Ted van Lieshout.
www.herrekijker.nl

Vrij spel voor natuur en kinderen
Marianne van Lier en Willy Leufgen, 2007

De auteurs maken u deelgenoot van hun langdurige zoektocht naar inspirerende projecten in binnen- en buitenland. Daarnaast willen zij u door middel van dit rijk geillustreerde boek kennis laten maken met de talrijke mogelijkheden om alle denkbare educatieve buitenruimte op een heel andere manier in te richten en te gebruiken dan we tot nu toe om ons heen waarnemen.
www.antenna.nl/i-books

Nooit eerder brachten zoveel kinderen zoveel van hun tijd binnenshuis door, vaak zittend achter een tv- of computerscherm. Richard Louv brengt het gebrek aan contact met de natuur van de online-generatie in verband met verontrustende trends als de groei van overgewicht, concentratiestoornissen en depressies bij kinderen.
Louv is de eerste die recent onderzoek in kaart heeft gebracht waaruit blijkt dat direct contact met de natuur van wezenlijk belang is voor de lichamelijke en geestelijke gezondheid van kinderen. Louv slaat niet alleen alarm, hij vertelt ook hoe we kunnen proberen de verbroken relatie te herstellen.
www.antenna.nl/i-books