Marriah Geels

4.17 Inclusive Art Pedagogy: Reflections on Relationships with the Natural World and Beyond (Paper)

Marriah Geels – Springdale Public Schools | University of Arkansas, USA

Angela LaPorte – University of Arkansas, USA

Abstract:

This paper presentation explores a service-learning collaboration between the University of Arkansas Art Education Program and the Life Styles’ Launch Program, which provides collegiate experiences for adults with cognitive and/or developmental disabilities. In the “Inclusive Art Pedagogy” class an inverse inclusion pedagogical model was used, wherein university students rotate between roles as educators and learners alongside Launch program participants to build positive reciprocal relationships through art education experiences and collaboration. One key experience involved a reflective lesson on relationships with nature, where participants visited The Momentary Museum to critically examine artworks in the Divided Landscape exhibition. Through discussions about cultural disparities and artists’ approaches to nature as an appreciator and/or activist, participants engaged in meaningful conversations that deepened their understanding of art. The course culminated in a collaborative exhibition showcasing students’ artwork, focusing on various types of relationships and celebrating the contributions of all participants. This exhibition served as a platform for creative expression and community engagement.

Additionally, in this presentation we will outline the inclusive pedagogical practices employed throughout the course to dismantle bias and hierarchy among the teachers and students. We will share insights into the experiences of both adults with disabilities and college students involved in this collaboration. By sharing these outcomes and lessons learned, we aim to contribute to the discourse on inclusive art education practices and inform educators and practitioners in the field.

6.14 Ecopedagogy in Action (Paper)

Marriah Geels – Springdale Public Schools | University of Arkansas, USA

Abstract:

The paper presentation “Ecopedagogy in Action” will discuss an art education action research project that analyses how an interdisciplinary ecopedagogical curriculum experience may impact student perspectives on waste (specifically trash) and the human impact on the environment. This interdisciplinary curriculum is built on the theoretical framework of ecopedagogy and the methodologies of slow pedagogy, critical place-based pedagogy, and choice-based art education. Through this project, high school students travelled to a local landfill to experience where their waste goes. Through this experience, the students were asked to reflect on their senses and create a reflective visual journal. The students then used their visual journals as a foundation for creating artwork. This curriculum was taught to students in 9–12th grade and utilized qualitative data collection and analysis to better understand the students perspective shifts on waste and the environment. Qualitative data collection included a pre- and post-survey, visual journals, classroom observations, artist statements, and artwork. Through the analysis of Pre/Post Surveys by utilizing hybrid coding and by using supporting evidence through artist statements, there was evidence of some perception shift of waste and environmental issues in 72% of students. Throughout the project, I remained reflective on the curriculum and teaching practices, and will provide insights for future improvements. This presentation will discuss the methodologies employed, including ecopedagogy, slow pedagogy, critical place-based pedagogy, and choice-based art education, as well as the project’s goals, and outcomes, offering valuable insights for art educators interested in an interdisciplinary approach to implementing environmental awareness into their curricula.