Keywords

Nature, ecology, art, education

Abstract

The stories we tell ourselves about nature deeply influence how we attempt to preserve, use, or restore nature as well as practices of art and art education that are concerned with ecological issues (Cronon 1996). Landscapes are culture before they are nature (Schama 1996). Yet, our ideas about wilderness, nature, landscape, and sustainability are fraught with paradox and debate. For example, Darwin’s fundamental assertions about the human relationship to nature continue to spark theological, political and educational controversies. Some environmentalists caution that our consumerist economy will destroy the planet and that we need to return to a less sophisticated technology (Jensen 2011). Others suggest that modernization and technology are central to both human progress and ecological sustainability (Shellenberger and Nordhaus 2011). Perhaps technology is also deeply connected to nature (Kelly 2010). Others suggest that we have lost a sense of reverence toward the natural world and that our technological solutions to environmental degradation signal the contempt science has for spirituality and religion (Berry 1990; White 2009). For many political and business leaders, sustainability is a human centered approach that means maintaining world civilization at the level of comfort that rich people are accustomed to (Kingsnorth 2012). Yet many scientists declare that modern civilization is an ecological disaster. In light of these issues, Thoreau’s question “Why should we be in such a desperate haste to succeed, and in such desperate enterprises?” seems particularly relevant (Thoreau 1854/2004, 303). Thoreau and his followers envision a return to nature, to a more simple and quiet existence informed by natural rhythms. Ideas about nature have a rich history in art and culture and are generative sources for teaching and learning that emphasizes experiences with local ecology. But, most students rarely question cultural assumptions about nature and have only a vague awareness of the rich ecological and human communities that surround their schools. The character of local culture and ecology is easily hidden by modern civilization as local plants and animals are made invisible. Yet critical ecological challenges require teaching that reconnects children with the natural world and local communities (Dubel and Sobel 2008). This article examines the myths, stories, and contradictions inhabiting past and present views of nature as reflected in art, media, and popular visual culture. These ideas about nature create a rich conceptual and cultural context for an ecological art education rooted in place-based pedagogy.

Original Publication Citation

Graham, M. A. (2017). Ideas About Nature in American Art and Visual Culture. The International Journal Art Education 12(3)

Document Type

Peer-Reviewed Article

Publication Date

2017

Publisher

Graham, M. A. (2017). Ideas About Nature in American Art and Visual Culture. The International Journal Art Education 12(3)

Language

English

College

Fine Arts and Communications

Department

Art

University Standing at Time of Publication

Full Professor

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