Arts-based action research (ABAR) is a research strategy that combines art and research and develops art-related practices. An ABAR study in Finland explored nature connectedness and pro-environmental mindsets and behaviors among 5th grade students and artists/researchers. The study was a part of an International Socially Engaged Art Symposium (ISEAS2019) focusing on the relationship between humans and nature. As a part of this symposium, artists and environmental experts worked together to develop the Meadows and Woodpastures art science project. The goal of this project was to explore art-science collaboration as an approach to familiarize participants with agricultural nature, biodiversity conservation, and the agency of non-human natural elements.
Six 5th grade students, their teachers, a local farmer, and collaborating artists/researchers participated in the Meadows and Woodpastures project. The research component of the project was guided by the question: “How did the experienced relationship between participants and agricultural nature change during the project?” “Participants” as defined in this context, referred to the people involved in the case study: locals and artists/researchers. “Agricultural nature” included meadows, wood-pastures, grazing animals, local people, and their interactions with each other. The investigation was also concerned with how arts-based environmental education might be beneficial in advancing the management of meadows and wood-pastures, which are some of the most critical habitats of conservation concern in Finland. The research question was explored from two viewpoints: 5th grade students and the artists/researchers. The project included a series of workshops at various locations, including the school, a local dairy farm, and a dry meadow. During the workshops, students were given the opportunity to experience and express their relationship with nearby natural elements through various artistic exercises. Ecological knowledge was also emphasized.
Participatory observations, field notes, and reflections by the students and artists/researchers showed that arts-based practices promoted emotional and philosophical nature connectedness. Exercises involving both doing and feeling were considered critical to the development of a deep level of connectedness. Nature, itself, was also identified as a key player in promoting deep connections with nature.
This research indicates that arts-based environmental education can support pro-environmental mindsets if the approach used focuses on various dimensions of nature connectedness (cognitive, experiential, emotional, philosophical) and recognizes the agency, intrinsic value, and rights of non-human nature.
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