A university, neighboring junior high school, and a local nature center worked together to implement an art project focusing on ecojustice education. Ecojustice is defined as justice relating to the natural environment. The goal of the project was to guide students from a feeling of disconnection or lack of empathy for their local environment to feelings of connection, care, and empowerment to impact the environment in a positive way.
The project involved university students (preservice art teachers) working with ninth graders over a period of a month. A university art education professor, a naturalist from the local nature center, and a junior high art teacher were also involved with the project. The project integrated art education with conservation goals through the creation of nature-based decorations on rain barrels. Care and empathy were themes emphasized throughout the project. These themes, in addition to being principal educational goals of the discipline of aesthetics, are also integral to conservation. Empathy and care are foundational dispositions for developing connections with nature and being concerned about its protection. Such dispositions are fostered through direct hands-on experiences with nature.
The local naturalist helped the ninth-grade students learn about water runoff being a significant issue in the area and how rain barrels could be used to reduce soil runoff and aid in water conservation. The students then hiked through the nature reserve and explored the land, looking for inspiration to use for decorating the rain barrels. They were encouraged to use drawings, photos, notes, texture rubbings, and found objects to decorate the barrels. Once finished, the decorated barrels would serve two ecojustice purposes. They would be sold at auction to support the nature reserve's work and would invite conversations about ecological concerns.
Project outcomes for the ninth graders include a sense of pride, happiness, and hope. During the early stages of the project, the students seemed worried and fearful about overwhelming environmental problems. By the end of the project, they were expressing feelings of empowerment and inspiration to make positive changes with local impact. Outcomes for the pre-service teachers include first-hand knowledge about how a community-based art education project could be developed and implemented from start to finish. They also learned in tandem with the junior high students about ecology and rain barrels. They also learned how to engage students in a way that expands their perspectives on issues impacting the future.
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