Kyle Anstess

Professor Amber Ward

Art 133- Section 7 & 8
September 24, 2015
Conservation and Ecology
In this section I learned about the many ways that conservation and ecology come into
play through the principles and visual culture seen through art education. Some of the principles
that were important to observing these big ideas, which Gude (2004) describes as the founding
principles, included, curriculum based on generative themes, and, art as investigation (p. 8).
These two concepts discussed by Gude were especially evident in the studio starting the 15th of
September, in which I formed a visual before and after of the impact of the drought in California
on a wild life preserve. From this studio, I illustrated my passion and concern for the
conservation of wildlife and water in California, which is one way the studio fit with ecology on
a biological level.
By following the principles, we can teach students to follow something theyre passionate
about or encourage them to take much more active roles in society, while bringing art to focus as
one of the many tools out there for speaking out. One possible way Ive thought of putting this
into effect is to have the student either consider their passions or environmental concerns. When
they have an idea of what those look like, I would then proceed to instruct them to illustrate how
those passions or concerns come first or have more priority than others. They would then give
me a thesis reasoning why one comes before the other. End result would show me understanding
on how to express themselves effectively through visual arts and written communication.
References
Gude, O. (2004). Postmodern principles: In search of a 21st century art education. Art Education,
57(1), 6-14.