Date of Graduation
8-2024
Document Type
Thesis
Degree Name
Master of Arts in Art Education (MA)
Degree Level
Graduate
Department
Art
Advisor/Mentor
LaPorte, Angela M.
Committee Member
Brown, Kathy J.
Second Committee Member
Schulte, Christopher M.
Keywords
Art education; Choice-based art education; Ecopedagogy; Environmental art; Place-based education; Slow pedagogy
Abstract
This is an art education action research project that analyzes how an interdisciplinary ecopedagogical curriculum experience may impact student perspectives on waste (specifically trash) and the human impact on the environment. The four-week curriculum incorporated choice-based art education, place-based education, and slow pedagogy to better understand how students’ perspectives changed or remained constant throughout. This curriculum was taught to four class periods in a high school setting with about 34 students in 9-12th grade. Qualitative data collection included a pre and post-survey, visual journals, classroom observations, artist statements, and artwork. Through the analysis of Pre/Post Surveys by utilizing hybrid coding and by using supporting evidence through artist statements, there was evidence of some perception shift of waste and environmental problems in most students. Throughout this action research project, I remained reflective on the curriculum and my teaching practices to provide future improvements and suggestions for this curriculum.
Citation
Geels, M. (2024). Ecopedagogy in Action: The Landfill Project. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5479
