developing environmental awareness through literature and media educat

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Keith Bishop, Alan Reid, & Andrew Stables Canadian Journal of Environmental Education, 5, Spring 2000 Presented by Selina Glynn Nov 2010

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Developing Environmental Awareness through Literature and Media Education : 

Developing Environmental Awareness through Literature and Media Education Keith Bishop, Alan Reid, & Andrew Stables Canadian Journal of Environmental Education, 5, Spring 2000 Presented by Selina Glynn Nov 2010

Act Activities : 

Act Activities Please use the medium provided to communicate an environmental education issue of your group’s choice. Group 1 Chinese brush paining Group 2 Clay scrupting Group 3 Poem

Environmental Education Theoretical Perspective : 

Environmental Education Theoretical Perspective To regard the environment as “text” that can be: Read Re-created Re-worked (Bishop et. al, 2010, p.269) Juxtaposing “Nature”: Nature vs Culture Human nature vs Nature as nonhuman Natural vs Artifical Nature vs Nurture Signs: Structuralism Poststructualism Postcolonialism (Bishop et. al, 2010, p.270)

Environmental Studies in Totality : 

Environmental Studies in Totality Natural and manmade Ecological Political Economic Technological Social Legislative Cultural Aesthetic (Bishop et. al, 2010, p.269)

Environmental Literacy : 

Environmental Literacy Functional An understanding of our surrounding and the major issues Cultural An understanding of the significance of particular places for others and within the dominant cultural practices of a society. Critical Involves the capacity to engage in debate about environmental issues at an ideological and philosophical level. (Bishop et. al, 2010, p.271)

Environmental Issues 5 Foci : 

Environmental Issues 5 Foci The development of understanding of environmental issues The study of literature and media texts The creation of literacy and media texts The study of aspects of environment itself as text The re-creation and enhancement of the environment with reference to aesthetic considerations (Bishop et. al, 2010, p.271-272)

Environmental Education Pedagogy : 

Environmental Education Pedagogy Teachers are to be actively engaged in the processes of rethinking their work Teachers’ own belief about learning will shape their thinking Teachers’ own pedagogical knowledge to create activities from the ideas which were appropriate for their own students. (Bishop et. al, 2010, p.273) Teachers to become more observant, looking critically at their immediate environments, and developing their research skills. (Bishop et. al, 2010, p.274) Teachers to develop a stronger role for the arts and humanities with environmental education. (Bishop et. al, 2010, p.275)

Approaches to Teaching : 

Approaches to Teaching Introducing the idea Class Discussion Design phase Feedback Making and exhibiting

Teaching Environment Through Art : 

Teaching Environment Through Art Stathopoulou believes that Environmental art is “an aesthetic interventions and artworks in natural and artificial environment.” (Stathopoulou, 1997, p.1) Environmental art is “a vehicle to promote global communication and understanding and helps the educator to better explain all about cultural and environmental matters.” (Stathopoulou, 1997, p.1) The purpose of environmental art is a way to help students better understand environmental crisis and issues without being disappointed, pessimistic, anxious or indifferent about them. (Stathopoulou, 1997, p.3)

Eco Art Ideas : 

Eco Art Ideas Pani Stathopoulou advocates eco art ideas: Artificial Landscapes Parks and Gardens Art pieces using natural materials Trash Art New Reclamation of Land Life Protection

Power of Image : 

Power of Image Based on sustainable development definition, Meri-Helgu Mantere advocates environmental art should focus on: Experiential learning Create positive visions and concepts of the future Inventive exhibition concept A positive image for a way of life that conserves nature. Special art events that develop the mythical, metaphorical and deep-level psychological relationship with nature. (Mantere, 1992)

Reflections - Story telling activities : 

Reflections - Story telling activities Theme: Please reflect on the read materials from this course, tell us your thoughts on your own personal views on environment studies. Tell us your thoughts on your teaching pedagogy before and after this course.

Environment Education though Art and Media : 

Environment Education though Art and Media Some examples: Song: Michael Jackson Save Our Planet Cartoon:: Where are pollutants come from Video and Animation: The Story of Stuff Movies: Avator

Resources : 

Resources Teaching Resources: Lesson Plans: http://sciencespot.net/Pages/nclsslnks.html NSW Department of Eduction and Training. (2001) Support for the Environmental Education Policy: Creative Arts http://www.curriculumsupport.education.nsw.gov.au/env_ed/assets/pdf/creativearts.pdf Facing the Future http://www.facingthefuture.org/ServiceLearning/ClimateChangeActionProjects/tabid/350/Default.aspx Video and Animation: http://www.ecobusinesslinks.com/environmental_movies.htm http://www.youtube.com/user/officialavatar?blend=1&ob=4 Readings: Mantere, M. (1992) Ecology, Environmental Educationand Art Teaching. INSEA Research Congress in Helsinki  pp. 17-26. http://www.eceat.se/SustainableEducation/EcologyEnvironmentalEducation.htm Stathopoulou, P. (1997) Teaching About Environment Through Art. Centre of Environmental Education. University of Athens. Greece. http://www.naturearteducation.org/Articles/Pani%20Stathopoulou%20article.pdf

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