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Learning about climate change in, with and through art

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  • Julia Bentz

    (University of Lisbon
    University Nova Lisboa)

Abstract

Effective strategies to learn about and engage with climate change play an important role in addressing this challenge. There is a growing recognition that education needs to change in order to address climate change, yet the question remains “how?” How does one engage young people with a topic that is perceived as abstract, distant, and complex, and which at the same time is contributing to growing feelings of sadness, hopelessness, and anxiety among them? In this paper, I argue that although the important contributions that the arts and humanities can make to this challenge are widely discussed, they remain an untapped or underutilized potential. I then present a novel framework and demonstrate its use in schools. Findings from a high school in Portugal point to the central place that art can play in climate change education and engagement more general, with avenues for greater depth of learning and transformative potential. The paper provides guidance for involvement in, with, and through art and makes suggestions to create links between disciplines to support meaning-making, create new images, and metaphors and bring in a wider solution space for climate change. Going beyond the stereotypes of art as communication and mainstream climate change education, it offers teachers, facilitators, and researchers a wider portfolio for climate change engagement that makes use of the multiple potentials of the arts.

Suggested Citation

  • Julia Bentz, 2020. "Learning about climate change in, with and through art," Climatic Change, Springer, vol. 162(3), pages 1595-1612, October.
    • Handle: RePEc:spr:climat:v:162:y:2020:i:3:d:10.1007_s10584-020-02804-4
    DOI: 10.1007/s10584-020-02804-4
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    References listed on IDEAS

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    1. Noel Castree & William M. Adams & John Barry & Daniel Brockington & Bram Büscher & Esteve Corbera & David Demeritt & Rosaleen Duffy & Ulrike Felt & Katja Neves & Peter Newell & Luigi Pellizzoni & Kate, 2014. "Changing the intellectual climate," Nature Climate Change, Nature, vol. 4(9), pages 763-768, September.
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    4. Paul Shrivastava & Vera Ivanaj & Silvester Ivanaj, 2012. "Sustainable development and the arts," Post-Print hal-01381115, HAL.
    5. Paul Shrivastava & Vera Ivanaj & Silvester Ivanaj, 2012. "Sustainable Development and the Arts," Post-Print hal-01514816, HAL.
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    Cited by:

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    2. Panu Pihkala, 2020. "Eco-Anxiety and Environmental Education," Sustainability, MDPI, vol. 12(23), pages 1-38, December.
    3. Widad Othman & Vassilios Makrakis & Nelly Kostoulas-Makrakis & Zahari Hamidon & Oo Cheng Keat & Mohd Lokman Abdullah & Norazzila Shafie & Hamidah Mat, 2024. "Predictors of Motivation and Barriers to ICT-Enabling Education for Sustainability," Sustainability, MDPI, vol. 16(2), pages 1-14, January.
    4. Mairéad Hurley & Joseph Roche, 2023. "RISING Strong: Sustainability through Art, Science, and Collective Community Action," Sustainability, MDPI, vol. 15(20), pages 1-21, October.
    5. Lynda Dunlop & Elizabeth A. C. Rushton, 2022. "Education for Environmental Sustainability and the Emotions: Implications for Educational Practice," Sustainability, MDPI, vol. 14(8), pages 1-17, April.
    6. Zakaria A. Mani & Krzysztof Goniewicz, 2023. "Adapting Disaster Preparedness Strategies to Changing Climate Patterns in Saudi Arabia: A Rapid Review," Sustainability, MDPI, vol. 15(19), pages 1-19, September.
    7. Maya K. Gislason & Angel M. Kennedy & Stephanie M. Witham, 2021. "The Interplay between Social and Ecological Determinants of Mental Health for Children and Youth in the Climate Crisis," IJERPH, MDPI, vol. 18(9), pages 1-16, April.

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