KEYWORDSVisual literacy; creative literacies; art-integration; studio inquiry; visual metaphor ABSTRACT Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing visual metaphor. This article provides a theoretical overview of meaningful art integrated inquiry, offering examples of science, technology and math integration with studio technique, materials and processes. Further, an argument is presented for the need for all teachers to engage in art-based practices to further develop their own skills and conceptual frameworks.

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This article presents a multidisciplinary pedagogy that integrates art education and ecological studies toward the goal of fostering affection for the landscape. This approach to designing art curriculum was based on ecological and outdoor education Expeditionary Principles. Learning objectives that are common to art education and Expeditionary Principles are discussed. A model for teaching environmental education through art was incorporated in the design of a graduate professional development course for teachers. Environment was utilized as context and content, highlighting art-making from natural materials, multidisciplinary connections and multiple perspectives. The outcomes, lessons learned from moving beyond the classroom into the landscape are reviewed. Finally, utilization of materials from the natural environment and, perhaps more significantly, sustaining the environment through purposeful use of resources in the curriculum, are discussed.

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