Art in Nature and Schools: Nils-Udo

Song, Young Imm Kang

doi:10.1353/jae.2010.0003

Cited by 7 publications

(9 citation statements)

References 12 publications

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“…Thus, being aesthetical always encompasses oneself as part of the greater pattern. 5 Finally, the idea of aesthetic experience and wholeness resonates with the notions of Baesthetic sensibility^(Root-Bernstein 2001) and Baesthetic sensitivity ( Song 2010). …”

Section: Aesthetic/s and Aesthetic Experience In Science Teachingmentioning

confidence: 98%

“…7 RootBernstein (2001) characterized aesthetic sensibility as a skill often associated with music and the art. Song (2010) considered aesthetic sensitivity as what is promoted when engaging with works of art. In phenomenology, sensibility is connected to refined aesthetic perception and to the quest to cultivate Bsensibility towards things^ (Dewey 2005, p. 51).…”

Section: Fostering Aesthetic Sensibilitymentioning

confidence: 99%

“…Aesthetic sensibility is a sort of competency that is promoted when engaging with works of art (Song 2010). However, it is not self-evident that art engagement per se will lead to increased sensibility towards nature.…”

Section: Fostering Aesthetic Sensibilitymentioning

confidence: 99%

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Earth at Rest

Østergaard

2017

Sci & Educ

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Focus of this article is the current situation characterized by students' de-rootedness and possible measures to improve the situation within the frame of education for sustainable development. My main line of argument is that science teachers can practice teaching in such a way that students are brought in deeper contact to the environment. I discuss efforts to promote aesthetic experience in science class and in science teacher education. Within a wide range of definitions, my main understanding of aesthetic experience is that of pre-conceptual experience, relational to the environment and incorporated in students' embodied knowledge. I ground the idea of Earth at rest in Husserl's phenomenological philosophy and Heidegger's notion of science' deprivation of the world. A critique of the ontological reversal leads to an ontological re-reversal that implies giving lifeworld experience back its value and rooting scientific concepts in students' everyday lives. Six aspects of facilitating grounding in sustainability-oriented science teaching and teacher education are highlighted and discussed: students' everyday knowledge and experience, aesthetic experience and grounding, fostering aesthetic sensibility, cross-curricular integration with art, ontological and epistemological aspects, and belongingness and (re-)connection to Earth. I conclude that both science students and student-teachers need to practice their sense of caring and belonging, as well as refining their sensibility towards the world. With an intension of educating for a sustainable development, there is an urgent need for a critical discussion in science education when it comes to engaging learners for a sustainable future.

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Section: Aesthetic/s and Aesthetic Experience In Science Teachingmentioning

confidence: 98%

Section: Fostering Aesthetic Sensibilitymentioning

confidence: 99%

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Earth at Rest

Østergaard

2017

Sci & Educ

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“…Diverse forms of place‐based art practices among contemporary artists working in ecological realms have been recognised as an invaluable educational resources that promote environmental sustainability and socioecological well‐being (Hollis ; Song ; Walker ). According to a review of the literature concerning the ecological approach to art education, the goals set by educators who explored ways to incorporate ecological art into educational programs include aims to (1) increase connectivity with the environment and facilitate the development of socially responsible and pro‐environmental learners (Bertling ; Gradle ; Gray &Thomson 2016; Inwood ); (2) promote environmental awareness, sensitivity and appreciation (Bertling ; Song ; Yang ); and (3) ‘empower students with the understanding that they, as creative individuals, can have an active voice in protecting their environment and changing current devastating ecological trends’ (Hollis , 21).…”

Section: Introductionmentioning

confidence: 99%

Communing with Nature: The Collective Journey of Yatoo Artists and its Pedagogical Potentials

Paek¹

2018

Int J Art Design Ed

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Increasing concern over environmental sustainability and socioecological well‐being has motivated people to consider ways to reconnect humans with the natural world through lifestyle changes that integrate well with natural systems. Educators who share environmental concerns have explored diverse aspects of ecological art practices to envision an extended and socially relevant role of art. Accordingly, the present study aims to bring educators’ attention to a collective journey of artists who have immersed themselves in making an affective relationships with nature. Regarding the journey as an invaluable cultural resource that holds the potential to extend the horizon of how we may live with nature, it examines the collective journey of the artists in Yatoo, an artist association based in Gongju, a greenery city in the southwest region of South Korea. The guiding questions set for the contextual analysis are: ‘how do Yatoo artists become native to their place?’ and ‘what can be learned from their collective journey?’. First, the collective journey of the artists is examined based on four major factors: regionality, positioning, methodology and networking. This is followed by discussions focusing on the value of the collective identity shaped by bioregionally conscious art practices and the pedagogical potentials arising from the collective journey. This paper suggests that the collective journey of Yatoo's life‐sustaining practice, operating in an era of environmental crisis, contributes to the recently developing alternative pedagogical discussions by opening up dialogues that navigate ways to encourage more sustainable practices for the future.

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“…several researchers have explored the potential role of art in place-based educational practice (gray, Thomson 2016;bertling 2015;inwood 2008;gradle 2007). in particular, the creative cultural practice of artists working in ecological realms has been recognized as invaluable resources for developing an ecological art curriculum (song 2009, 2010Walker 2001;hollis 1997). over the past four decades, many contemporary artists -such as andy goldsworthy, lynne hull, Mel Chin, and others -have explored and addressed ecological issues and concerns through diverse forms of place-based art practices.…”

Section: Introductionmentioning

confidence: 99%

The Creative Cultural Pract Ice of Sharing Ecotopian Visions Through a Collaborative Art Project / Kūrybinė Kultūrinė Ekotopinių Vizijų Dalijimosi Praktika Kolaboraciniame Meno Projekte

Paek

2017

Creativity Studies

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Today’s environmental challenges have prompted educators to explore ways to promote environmental sustainability. Contemporary artists working in ecological realms have presented distinct ways of understanding ecological concerns and proposed creative solutions to environmental challenges through ingenious means that reach people beyond scientific realms. Despite recognition of those creative cultural practices as invaluable educational resources, such efforts have not been a significant part of art curricula. This article aims to expand art’s potential role via reports on a recent curriculum development study of an on-campus collaborative art project in which practising artists known for their bioregional orientations were invited to inspire engineering students. This intracase analysis of developing group projects is followed by a cross-case analysis, which focuses on the distinguishing features that emerged from students’ responses to group activities. The findings are discussed to provide implications for the creative cultural practice of sharing ecotopian visions through art in the context of interdisciplinary learning.

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Art in Nature and Schools: Nils-Udo

Cited by 7 publications

References 12 publications

Earth at Rest

Earth at Rest

Communing with Nature: The Collective Journey of Yatoo Artists and its Pedagogical Potentials

The Creative Cultural Pract Ice of Sharing Ecotopian Visions Through a Collaborative Art Project / Kūrybinė Kultūrinė Ekotopinių Vizijų Dalijimosi Praktika Kolaboraciniame Meno Projekte

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