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Drawing and the Global Climate Emergency: Affective and Connective Explorations

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References

  1. Adams, E. (2017). Thinking drawing. International Journal of Art and Design Education, 31(2), 166–179. https://doi.org/10.1111/jade.12153
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  5. BERA. (2021). A Manifesto for Education for Environmental Sustainability. London: British Educational Research Association.
  6. Chang, E., Lim, M., & Kim, M. (2012). Three approaches to teaching art methods courses: Child art, visual culture, and issues-based art education. Art Education, 65(3), 17–24. https://doi.org/10.1080/00043125.2012.11519172
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  7. Clark, A. (2008). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford: Oxford University Press.
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  8. Craft, A. (2000). Creativity across the curriculum. London: Routledge.
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  9. Duncum, P. (2012). An eye does not make an I: Expanding the sensorium. Studies in Art Education, 53(3), 182–193.160
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  10. Gregory, M., & Gregory, M.V. (2013). Ethical pedagogy. In M.V. Gregory (Ed.), Teaching excellence in higher education (pp. 73–94). London: Palgrave MacMillan.
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  11. Hall, E. (2010). The communicative potential of young children's drawings (Doctoral thesis). University of Exeter, UK. Open Research Exeter. https://ore.exeter.ac.uk/repository/handle/10036/105041?show=full
  12. Hall, E. (2019). The opportunities and challenges of issues-based art education [IBAE] in English schools [Conference presentation]. In InSEA Seminar, Malta.
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  13. Hall, E., & Turner, C. (2021). Aesthoecology and its implications for art and design education: Examining the foundations. International Journal of Art and Design Education, 40(4), 761–772. https://doi.org/10.1111/jade.12387
  14. Hope, G. (2008). Thinking and learning through drawing in primary classrooms. London:Sage.
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  15. Ingold, T. (2016). Lines. London: Routledge.
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  16. Jimenez, J., & Moorhead, L. (2001). ‘Don't say it's going to be okay’: How international educators embrace transformative education to support their students navigating our global climate emergency. Education Sciences, 11, 593. https://doi.org/10.3390/educsci11100593
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  17. Kantrowitz, A., Brew, A. & Fara, M. (2011). Thinking through drawing: Practice into knowledge. In Proceedings of an Interdisciplinary Symposium on Drawing, Cognition and Education (pp. 123–125). New York, NY: Teachers College, Columbia University.
  18. Laininen, E. (2019). Transforming our worldview towards a sustainable future. In J. Cook (Ed.), Sustainability, human well-being, and the future of education. Cham: Palgrave Macmillan. https:/doi.org/10.1007/978-3-319-78580-6_5
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  19. Lenton, T. M. (2021). Tipping points in the climate system. Royal Meteorological Society, Weather, 76(10), 325–326.
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  20. Lovelock, J. (2000). Gaia: A new look at life on earth. Oxford: Oxford University Press.
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  21. MacCormack, P., & Gardner, C. (Eds.). (2018). Ecosophical aesthetics: Arts, ethics and ecology with Guattari. London: Bloomsbury Academic.
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  22. Massumi, B. (2015). The politics of affect. Cambridge: Polity Press.
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  23. Mauser, W., Klepper, G., Rice, M., Schmalzbauer, B., Hackmann, H., Leemans, R., & Moore, H. (2013). Transdisciplinarity global change research: The co-creation of knowledge for sustainability. Current Opinion in Environmental Sustainability, 5(3/4), 420–431.
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  24. Morton, T. (2013). Hyperobjects. Minneapolis, MN: University of Minnesota Press.
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  25. Osberg, D. (2018). Education and the future. In R. Poli (Ed.), Handbook of anticipation. New York, NY: Springer. https://doi.org/10.1007/978-3-319-31737-3_88-1
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  26. Osberg, D., & Biesta, G. (2007). Beyond re/presentation: A case for updating the epistemology of schooling. Interchange, 38(1), 15–29. https://doi10.1007/s10780-007-9015-2
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  27. Osberg, D., & Biesta, G. (2018). Beyond the educational machine: Prolegomena for an aesthetic theory of education [Conference presentation]. In European Conference on Educational Research (ECER), Bozen/Bolzano, Italy.
  28. Pashby, K., Sund, L., & Corcoran, S. L. (2019). Teaching for sustainable development through ethical global issues pedagogy: Participatory research with teachers. Manchester: Manchester Metropolitan University, Faculty of Education.161
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  29. Payne, R., & Hall, E. (2018). The NSEAD survey report 2015–16: Political reflections from two art and design educators. International Journal of Art and Design Education, 37(2), 167–176. https://doi.org/10.1111/jade.12142
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  30. Saari, A., & Mullen, J. (2018). Dark places: Environmental education research in a world of hyperobjects. Environmental Education Research, 26(9–10), 1466–1478. https://doi.org?10.1080/13504622.2018.1522618
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  31. Schmidt, G. (2014). The emergent patterns of climate change. TedX, YouTube, 1 May 2014. https://www.ted.com/talks/gavin_schmidt_the_emergent_patterns_of_climate_change
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  32. Smith, D. L. (2011). Material culture and issues-based art education. The International Journal of Arts Education, 9(2), 92–100. https://ed.arte.gov.tw/uploadfile/periodical/3056_9-2-p.92-100.pdf
     [Google Scholar]
  33. Turner, C. (2019). Education as aesthoecology (Doctoral thesis). University of Exeter, UK. Open Research Exeter. https://ore.exeter.ac.uk/repository/handle/10871/40105
  34. Turner, C., & Hall, E. (2021). Transformation through aesthoecology: Affectivity, connectivity, and the role of art in promoting transdisciplinarity. In Innovative Practice in Higher Education. GLAD-HE Special Edition. Staffordshire: University of Staffordshire. http://journals.staffs.ac.uk/index.php/ipihe/article/view/219?fbclid=IwAR0Qt8ASHc9wEClYiGp6RzAfMFk84Dq9PtvDWs-N4ewnb47DFClP_tB6Enw
  35. Wasserman, M. L. (2013). Drawing as thinking: An enquiry into the art of drawing as embodied extension of the mind (MA dissertation). KwaZulu-Natal: University of KwaZulu-Natal.
  36. White, J. (2020). The climate emergency and the transformed school. Journal of Philosophy of Education, 54(4), 867–873. https://doi.org/10.1111/1467-9752.12461
     [Google Scholar]
  37. Wilkinson, W. (2016). Thinking through drawing. The Architectural Review, 4 November, 2016. https://www.architecturalreview.com/essays/thinking-through-drawing
  38. Wood, E., & Hall, E. (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3–4), 267–281. https://doi.org/10.1080/09669760.2011.642253
     [Google Scholar]

References

  1. Adams, E. (2017). Thinking drawing. International Journal of Art and Design Education, 31(2), 166–179. https://doi.org/10.1111/jade.12153
     [Google Scholar]
  2. Addison, N. (2011). Moments of intensity: Affect and the making and teaching of art. International Journal of Art and Design Education, 30(3), 363–378. https://doi.org/10.1111/j.1476-8070.2011.01729.x
     [Google Scholar]
  3. Barradell, S., & Kennedy-Jones, M. (2015). Threshold concepts, student learning and curriculum: Making connections between theory and practice. Innovations in Education and Teaching International, 52(5), 536–545. https://doi.org/10.1080/14703297.2013.866592
     [Google Scholar]
  4. Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.
     [Google Scholar]
  5. BERA. (2021). A Manifesto for Education for Environmental Sustainability. London: British Educational Research Association.
  6. Chang, E., Lim, M., & Kim, M. (2012). Three approaches to teaching art methods courses: Child art, visual culture, and issues-based art education. Art Education, 65(3), 17–24. https://doi.org/10.1080/00043125.2012.11519172
     [Google Scholar]
  7. Clark, A. (2008). Supersizing the mind: Embodiment, action, and cognitive extension. Oxford: Oxford University Press.
     [Google Scholar]
  8. Craft, A. (2000). Creativity across the curriculum. London: Routledge.
     [Google Scholar]
  9. Duncum, P. (2012). An eye does not make an I: Expanding the sensorium. Studies in Art Education, 53(3), 182–193.160
     [Google Scholar]
  10. Gregory, M., & Gregory, M.V. (2013). Ethical pedagogy. In M.V. Gregory (Ed.), Teaching excellence in higher education (pp. 73–94). London: Palgrave MacMillan.
     [Google Scholar]
  11. Hall, E. (2010). The communicative potential of young children's drawings (Doctoral thesis). University of Exeter, UK. Open Research Exeter. https://ore.exeter.ac.uk/repository/handle/10036/105041?show=full
  12. Hall, E. (2019). The opportunities and challenges of issues-based art education [IBAE] in English schools [Conference presentation]. In InSEA Seminar, Malta.
     [Google Scholar]
  13. Hall, E., & Turner, C. (2021). Aesthoecology and its implications for art and design education: Examining the foundations. International Journal of Art and Design Education, 40(4), 761–772. https://doi.org/10.1111/jade.12387
  14. Hope, G. (2008). Thinking and learning through drawing in primary classrooms. London:Sage.
     [Google Scholar]
  15. Ingold, T. (2016). Lines. London: Routledge.
     [Google Scholar]
  16. Jimenez, J., & Moorhead, L. (2001). ‘Don't say it's going to be okay’: How international educators embrace transformative education to support their students navigating our global climate emergency. Education Sciences, 11, 593. https://doi.org/10.3390/educsci11100593
     [Google Scholar]
  17. Kantrowitz, A., Brew, A. & Fara, M. (2011). Thinking through drawing: Practice into knowledge. In Proceedings of an Interdisciplinary Symposium on Drawing, Cognition and Education (pp. 123–125). New York, NY: Teachers College, Columbia University.
  18. Laininen, E. (2019). Transforming our worldview towards a sustainable future. In J. Cook (Ed.), Sustainability, human well-being, and the future of education. Cham: Palgrave Macmillan. https:/doi.org/10.1007/978-3-319-78580-6_5
     [Google Scholar]
  19. Lenton, T. M. (2021). Tipping points in the climate system. Royal Meteorological Society, Weather, 76(10), 325–326.
     [Google Scholar]
  20. Lovelock, J. (2000). Gaia: A new look at life on earth. Oxford: Oxford University Press.
     [Google Scholar]
  21. MacCormack, P., & Gardner, C. (Eds.). (2018). Ecosophical aesthetics: Arts, ethics and ecology with Guattari. London: Bloomsbury Academic.
     [Google Scholar]
  22. Massumi, B. (2015). The politics of affect. Cambridge: Polity Press.
     [Google Scholar]
  23. Mauser, W., Klepper, G., Rice, M., Schmalzbauer, B., Hackmann, H., Leemans, R., & Moore, H. (2013). Transdisciplinarity global change research: The co-creation of knowledge for sustainability. Current Opinion in Environmental Sustainability, 5(3/4), 420–431.
     [Google Scholar]
  24. Morton, T. (2013). Hyperobjects. Minneapolis, MN: University of Minnesota Press.
     [Google Scholar]
  25. Osberg, D. (2018). Education and the future. In R. Poli (Ed.), Handbook of anticipation. New York, NY: Springer. https://doi.org/10.1007/978-3-319-31737-3_88-1
     [Google Scholar]
  26. Osberg, D., & Biesta, G. (2007). Beyond re/presentation: A case for updating the epistemology of schooling. Interchange, 38(1), 15–29. https://doi10.1007/s10780-007-9015-2
     [Google Scholar]
  27. Osberg, D., & Biesta, G. (2018). Beyond the educational machine: Prolegomena for an aesthetic theory of education [Conference presentation]. In European Conference on Educational Research (ECER), Bozen/Bolzano, Italy.
  28. Pashby, K., Sund, L., & Corcoran, S. L. (2019). Teaching for sustainable development through ethical global issues pedagogy: Participatory research with teachers. Manchester: Manchester Metropolitan University, Faculty of Education.161
     [Google Scholar]
  29. Payne, R., & Hall, E. (2018). The NSEAD survey report 2015–16: Political reflections from two art and design educators. International Journal of Art and Design Education, 37(2), 167–176. https://doi.org/10.1111/jade.12142
     [Google Scholar]
  30. Saari, A., & Mullen, J. (2018). Dark places: Environmental education research in a world of hyperobjects. Environmental Education Research, 26(9–10), 1466–1478. https://doi.org?10.1080/13504622.2018.1522618
     [Google Scholar]
  31. Schmidt, G. (2014). The emergent patterns of climate change. TedX, YouTube, 1 May 2014. https://www.ted.com/talks/gavin_schmidt_the_emergent_patterns_of_climate_change
     [Google Scholar]
  32. Smith, D. L. (2011). Material culture and issues-based art education. The International Journal of Arts Education, 9(2), 92–100. https://ed.arte.gov.tw/uploadfile/periodical/3056_9-2-p.92-100.pdf
     [Google Scholar]
  33. Turner, C. (2019). Education as aesthoecology (Doctoral thesis). University of Exeter, UK. Open Research Exeter. https://ore.exeter.ac.uk/repository/handle/10871/40105
  34. Turner, C., & Hall, E. (2021). Transformation through aesthoecology: Affectivity, connectivity, and the role of art in promoting transdisciplinarity. In Innovative Practice in Higher Education. GLAD-HE Special Edition. Staffordshire: University of Staffordshire. http://journals.staffs.ac.uk/index.php/ipihe/article/view/219?fbclid=IwAR0Qt8ASHc9wEClYiGp6RzAfMFk84Dq9PtvDWs-N4ewnb47DFClP_tB6Enw
  35. Wasserman, M. L. (2013). Drawing as thinking: An enquiry into the art of drawing as embodied extension of the mind (MA dissertation). KwaZulu-Natal: University of KwaZulu-Natal.
  36. White, J. (2020). The climate emergency and the transformed school. Journal of Philosophy of Education, 54(4), 867–873. https://doi.org/10.1111/1467-9752.12461
     [Google Scholar]
  37. Wilkinson, W. (2016). Thinking through drawing. The Architectural Review, 4 November, 2016. https://www.architecturalreview.com/essays/thinking-through-drawing
  38. Wood, E., & Hall, E. (2011). Drawings as spaces for intellectual play. International Journal of Early Years Education, 19(3–4), 267–281. https://doi.org/10.1080/09669760.2011.642253
     [Google Scholar]

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