I designed this web site as part of a project based thesis in order to earn my
M. A. in art education. I have put a great deal of time into researching topics revolving around the idea of building an environmentally friendly art classroom. On this page, I will outline the more important points of my research.

Alarming Facts:
The Intergovernmental Panel on Climate Change reviewed relevant published studies of biological systems and concluded that 20 percent to 30 percent of species assessed may be at risk of extinction from climate change impacts within this century if global mean temperatures exceed 2-3 °C (3.6-5.4 °F) relative to pre-industrial levels. (IPCC, 2007) 

By 2100 ecosystems will be exposed to atmospheric CO2 levels substantially higher than in the past 650,000 years, and global temperatures at least among the highest as those experienced in the past 740,000 years. This will alter the structure, reduce biodiversity and perturb functioning of most ecosystems, and compromise the services they currently provide. (epa.gov /climatechange/effects/eco.html#ref, 2009)

If the human race were to cease to exist, it would still take about 100,000 years for CO2 levels to return to pre-human levels.

Moral Judgments & Development
A big part of my research revolved around whether or not students were actually interested in environmental issues. I looked into developmental theories as well as studies of the moral judgments of students in regard to environmental actions.

While most adults think about the consequences of their actions, students, especially elementary aged, do not usually see the environmental impact of using far too many paper towels or throwing paper into the garbage as opposed to the recycling bin. My research showed overwhelmingly that students truly care about acting in an environmentally responsible manner.

Until they reach the age of approximately 10 years of age, the judgment of students stem from the influence of parents and older children. If a child is taught at home that recycling is important and that he or she should be respectful to the environment, that behavior is usually reflected in the actions of the child at school. The reverse is also true. Often times, behaviors that reflect environmental responsiblility are not taught at home and must be learned elsewhere.

As students get older, they are increasingly influenced by their peers. It is important to teach students, from a young age, behaviors that promote sustainability, ecological stewardship, and environmentally responsible behavior. If students embrace these practices, they will stand a greater chance to become the norm. If a student is surrounded by peers who are practicing environmentally responsible behaviors, he or she will be influenced by those peers and would be likely to mirror their behavior.

The Problem with Social Norms
I firmly believe that in order for my students to display environmentally responsible behavior, a drastic paradigm shift must be made. We live in a society driven by consumersim and wastefulness. Social norms drive typical human behavior.  Families make decisions based on religious, occupational, and cultural traditions of the society they live in.  While these standards can often be positive, many, such as rampant consumerism without regard to environmentalism teach students environmentally irresponsible behaviors.  These behaviors manifest themselves as environmentally undesirable actions I see in my classroom on a daily basis.

I believe the most practical way an art educator can help create environmentally aware students and help to change societal norms is through the curriculum he or she teaches in the art classroom.  Art can be used as a tool to provoke thought or bring attention to any number of causes.  Bringing environmental awareness to multiple disciplines within the art realm can have far reaching effects. 

First, students should be taught, from a young age, the importance of sustainability, environmental responsibility, and what they, as artists, can do in order to influence others.  Next, design should be incorporated into classroom curriculum.  It has been argued that designers will play a substantial role in helping to create a sustainable society.  Additionally, students absolutely need to know that each of them has the power to influence innumerable other people through the power of their own artwork.  Too often, especially in early grade levels, children produce artwork that is made specifically because it is nice to look at.  Students must realize that art is more than creating an aesthetically pleasing picture.  If one grade level of students (approximately 90 students in my school) create artwork that makes a personal statement about environmental responsibility, it has the ability to influence hundreds of other people.  If the student who creates that artwork is able to explain why he or she made the artwork and why it is important to him or her, the work becomes an influence to all who view it.

I am finding that the younger students are much more receptive to incorporating actions such as recycling and conservation of materials into their actions in the art room.  While many older students embrace the idea of being environmentally responsible, many others are still stuck in old habits learned under their parents as well as a past art teacher.  My hope is that, within a few years, I will be able to produce groups of students who go into middle school making responsible and intelligent environmental decisions.