Place-Based Art Education Alix, Caroline, Leneya, Monica caroline

Place-based art education is a creative method that allows learners to engage (individually or collectively) with social, political, and environmental justice.

Place based art is a way for students to make connections with their community as a means of building an inner sense of self. Alix

Place-based education is the idea of embodying and identifying with a place while using its resources to re- create, revitalize and restore with their community and themselves.

Place-Based education promotes empathy in learners with their environment and encourages them to investigate their ecological experiences using art.

At the Crossroads: Situating Place-Based Art Education Place Based Art Education is a means of learning about the environment in our community so that we will take care of it in the future. It has an intent of creating more socially conscious art lessons surrounding the environment within one’s community. Place Based Art education raises awareness on sustainability and the environment. alix

Rationale This lesson will be taught to a group of experienced art educators who already have a foundation of art practice to build upon. It is important for these educators to play the role as learners, in order to expand and explore different techniques and media that they can use in their own teaching. Through place-based installation art, a method that is conducive to postmodernist and re-constructivist learning, this lesson will lead the participants to reflect on their identity within the EV building and more specifically, the Art Education program. For Concordia Art Education students, the EV building represents a creative hub and critical learning environment. Defining the space will help them find their place within their program and the university as a whole. Furthermore, they will learn to situate their own identity within their art practice and the physical spaces they maneuver from day to day. monica

Objectives Learners will identify a space within the EV building that they feel connected to or would like to explore Learners analyze the space, their personal and group identities, and the connections between these Learners will collaborate in the creation of a place-based piece within this space Learners will represent the described identities, connections, and chosen metaphors through a visual place-based installation Learners will present their work during a participatory group critique, which will initiate conversation and discussion caroline

What is an installation? “The term installation art is used to describe large-scale, mixed-media constructions, often designed for a specific place or for a temporary period of time” https://www.tate.org.uk/art/art-terms/i/installation-art “Installation art is a modern movement characterized by immersive, larger-than-life works of art. Usually, installation artists create these pieces for specific locations, enabling them to transform any space into a customized, interactive environment.” https://mymodernmet.com/what-is-installation-art-history-artists/ leneya

Guiding prompt: Create a visual response within the EV Building as a manifestation of your identity as an art educator. Consider your connections to the chosen space, both literally and metaphorically. Divide yourselves into groups of 3 or 4 with at least one person you have not yet worked closely with. monica

Cornelia Parker Cold Dark Matter: An Exploded View, 1991 Alix Often operates in frozen moments. This installation is composed of the ragged fragments of a garden shed, which was blown up by the British Army. Parker, C. (1995). Cold Dark Matter: An Exploded View [Painting]. Tate, Tate Modern, London.

Jennifer Bartlett Neighborhood caroline Bartlett, J. Neighborhood [Painting]. Permanent, Sheraton Grand Hotel, St. Sacramento.

Cildo Mereiles Babel “Tower of incomprehension” Leneya “Tower of incomprehension” Second analogue radios, tuned all into different stations. 10 years to complete this piece. Meireles, C. (2001) Babel[Painting]. Tate, Tate Modern, London.

References Graham, Mark A (2007). Art, Ecology and Art Education: Locating Art Education in a Critical Place-Based Pedagogy. Studies in Art Education, 48(4), 375-391. Inwood, H. (2008). At the Crossroads: Situating Place-Based Art Education. Canadian Journal Of Environmental Education [serial online]. January 1, 2008; 13(1):29-41. Available from: ERIC, Ipswich, MA. Accessed July 26, 2018. Neves, M., & Graham, M. A. (2018). Place-Based Practice: Landscape and Artistic Identity in an Elementary Art Classroom. Art Education, 71(4), 36-42. doi:10.1080/00043125.2018.1465316 Parker, C. (1995). Cold Dark Matter: An Exploded View [Painting]. Tate, Tate Modern, London. Bartlett, J. Neighborhood [Painting]. Permanent, Sheraton Grand Hotel, St. Sacramento. Meireles, C. (2001) Babel [Painting]. Tate, Tate Modern, London. Bertling, J. G. (2015). The art of empathy: A mixed methods case study of a critical place-based art education program. International Journal of Education & the Arts, 16(13). Retrieved from http://www.ijea.org/v16n13/.