Professional Development on a Sustainable Shoestring: Propagating Place-Based Art Education in Fertile Soil

Abstract

Research on the impact of place-based education (PBE), in which educational experiences are situated in the local environment (Smith, 2002), consistently suggests academic, social, and affective benefits across demographics. Traditionally, professional development supporting PBE has been designed to support large-scale initiatives. In this study, a bottom-up approach for expanding the reach of place-based art education (PBAE) was implemented with teachers (n=11) from a school district in the southeastern United States through two sequential professional development workshops. We examined the extent to which this minimal intervention impacted teachers’ understanding, buy-in, and creation of PBAE curricula. Results suggest that this organic approach, with teachers positioned as agents of change, can build upon pre-existing teacher interest and equip teachers to expand PBAE into their teaching contexts.

From Sharks to "The Big Ugly"

“…Moreover, placebased approaches align with postmodern calls within art education for the study and making of art that is socially engaged (Ozga, 2016). Studies on placebased art education confirm that it can contribute to students' concept of place (Paatela-Nieminen, Itkonen, & Talib, 2016); ecological paradigms and empathy with the environment (Bertling, 2015); and empathetic behaviors, pro-social skills, self-esteem, and confidence (Creel, 2005). In facilitating sense of place and connection with the environment, placebased art education demonstrates its relevance for rural education, as place-consciousness is critical for teachers and students in rural communities (Spring, 2013;White & Reid, 2008).…”

“…The merger of place-based education and art education represents an experiential, affective, artsbased approach to community and environmental education. This integration manifests in a variety of forms, with a corresponding assortment of labels, including an art education of place (Blandy & Hoffman, 1993), eco-art education (Inwood, 2008), Earth Education (Anderson & Guyas, 2012), art education informed by a critical pedagogy of place (Graham, 2007), and critical place-based art education (Bertling, 2013(Bertling, , 2015. Scholars (Bertling, 2015;Inwood, 2008) have argued that art education may be ideally suited for integration with environmental and place-based education.…”

“…This integration manifests in a variety of forms, with a corresponding assortment of labels, including an art education of place (Blandy & Hoffman, 1993), eco-art education (Inwood, 2008), Earth Education (Anderson & Guyas, 2012), art education informed by a critical pedagogy of place (Graham, 2007), and critical place-based art education (Bertling, 2013(Bertling, , 2015. Scholars (Bertling, 2015;Inwood, 2008) have argued that art education may be ideally suited for integration with environmental and place-based education. Art education offers affective modes of learning that may have the potential to shift students' ecological paradigms, attitudes, and behaviors.…”

Hortas: estudo de solos na área de ciências ambientais no componente curricular de Química do ensino médio

“…A educação se torna relevante quando consegue-se conectá-la a vida e a realidades dos educandos, isso se reflete em uma melhor aprendizagem, ao passo que, proporciona experiências reais e permite que eles se conectem de forma mais profunda com o objeto de estudo, no caso da ciência da natureza, os alunos são preparados para proteger o ambiente do qual eles dependem para sobreviver (BERTLING;REARDEN, 2018).…”

Exploring Place-Based Education While Reflecting on My Own Place Growing Up in West Virginia

“…Additionally, teaching is an art and not everyone teaches the same way. Professional development (PD) that takes a grassroots approach and makes new ideas available to those who are open to the possibility of a new practice can be more successful (Bertling et. al, 2018).…”