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Integrating Eco-Art Across the Ontario Elementary Curriculum by Erica Collinge a Research Paper Submitted in Conformity with Th

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Integrating Eco-Art Across the Ontario Elementary Curriculum by Erica Collinge a Research Paper Submitted in Conformity with Th Integrating Eco-Art across the Ontario Elementary Curriculum By Erica Collinge A research paper submitted in conformity with the requirements For the Degree of Master of Teaching Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto Copyright Erica Collinge, April 2017 2 Abstract This study explores how a sample of Ontario elementary teachers integrate eco-art education into all subject areas of the curriculum. It situates itself within the current research, focusing on the benefits and challenges of the integration of environmental education, art education, and eco-art education. It also explores the current Ontario policy and curriculum which call for the integration of both arts and environmental education. This study provides examples of how teachers are interpreting these documents and bringing the policy into their own daily practice. It adds to the existing literature, as it provides support to teachers about how to implement integrated eco-art in their elementary classrooms and provides further research in the areas of integrated learning, art education, EE, and eco-art education. This qualitative research study uses semi-structured interviews to learn from a sample of Ontario teachers about the ways eco-art is being integrated in elementary classrooms. Findings indicate that the teachers are integrating eco-art with many subject areas, not all of which have been explored in previous literature. The teachers also indicate that integrating eco-art can lead to a sense of activism in students and provide meaningful learning experiences. Finally, this study outlines recommendations for how to support the integration of eco-art for policy makers, schools and teachers. Key Words: Eco-art education, Environmental education, Arts education, Integrated curriculum, Cross-curricular 3 Acknowledgements I wish to acknowledge and thank my family for supporting me throughout my entire educational process. It has been a long journey to make it this far, and I couldn’t have asked for more support. I will always remember the challenges I faced, which have pushed me to become a stronger more determined person. I also wish to thank the wonderful teachers who agreed to be interviewed. Their commitment to the field of eco-art education continues to provide inspiration for me now and in my further practice. Meeting with them was a privilege and I am glad to know such inspiring individuals are working within the field of teaching. I am also thankful for my professors at OISE for assisting me in the development of this research project and encouraging me to become a life-long learner, teacher, and researcher. Dr. Angela MacDonald, Dr. Hilary Inwood and Dr. Sarah Cashmore have been incredibly supportive and provided such valuable feedback throughout the entire process. 4 TABLE OF CONTENTS Page Abstract 2 Acknowledgements 3 Chapter 1: Introduction 8 1.0 Research Context 8 1.1 Research Problem 10 1.2 Purpose of the Study 10 1.3 Research Questions 11 1.4 Background of the Researcher/Reflexive Positioning Statement 11 1.5 Preview of the Whole 13 Chapter 2: Literature Review 14 2.0 Introduction to the Chapter 14 2.1 Integrating Curriculum 14 2.1.1 Challenges and of an integrated curriculum 15 2.1.2 Teacher benefits and student outcomes of integrated learning 17 2.2 Art Education 19 2.2.1 The benefits and student outcomes of integrating the arts 20 2.2.2 Challenges of integrating arts education 21 2.3 Environmental Education 22 2.3.1 The challenges of integrating EE 23 2.3.2 The benefits and student outcomes of integrating EE 25 2.4 Eco-Art Education 26 5 2.4.1 The benefits of integrating eco-art education 27 2.4.2 Student outcomes of eco-art education 29 2.4.3 Resources available 31 2.4.3 The challenges of eco-art education 32 2.5 Missing From the Literature 33 2.6 Conclusion 34 Chapter 3: Research Methodology 35 3.0 Introduction 35 3.1 Research Approach and Procedures 35 3.2 Instruments of Data Collection 36 3.3 Participants 37 3.3.1 Sampling criteria 37 3.3.2 Participant recruitment 38 3.3.3 Participant biographies 39 3.4 Data Analysis 40 3.5 Ethical Review Procedures 41 3.6 Methodological Limitations and Strengths 42 3.7 Conclusion 42 Chapter 4: Research Findings 44 4.0 Introduction 44 4.1 Teachers Recognise That Their Own Experiences and the Environment Around Them Have Influenced Their Decisions to Include Integrated Eco-art Education in Their Classroom 44 6 4.1.1 Teachers indicated that personal and professional backgrounds supported confidence in integrating eco-art education in the classroom 45 4.1.2 Teachers expressed that a supportive school climate provides opportunities for integrating eco-art education 47 4.2 Teachers Establish Various Classroom Supports Which Allow Them to Integrate Eco-art Across the Curriculum and These Are Supported by the Larger Educational Community 49 4.2.1 Teachers indicated that they had successfully integrated eco-art across all/most curriculum areas 49 4.2.2 Teachers highlighted planning as an essential support for integrating eco-art within the classroom 52 4.3 Teachers Indicated They Faced Curricular and Administrative Challenges When Integrating Eco-art Education and How They Manage These Problems 55 4.3.1 Teachers addressed the limitations of the curriculum structure for supporting integrating eco-art education 56 4.3.2 Teachers spoke to the lack of time available for teachers to integrated eco-art 57 4.3.3 The teachers spoke about funding and classroom budgets as a challenge for integrating eco-art 58 4.4 Teachers Observed Personal and Academic Growth as a Result of Integrated Eco-art Education 59 4.4.1 Teachers noted that integrating eco-art education provides an accessible way for students to access the curriculum 60 7 4.4.2 Teachers observed students engaging with deep learning through integrated eco-art education 61 4.4.3 The teachers noted that students developed a sense of activism and connection to the environment through their experiences with integrated eco-art education 62 4.5 Conclusion 65 Chapter 5: Discussion 67 5.0 Introduction 67 5.1 Overview of Key Findings and Significance 67 5.2 Implications 69 5.2.1 The educational research community 70 5.2.3 My own practice as a teacher 70 5.3 Recommendations 72 5.3.1 Policy makers 72 5.3.2 Schools 73 5.3.3 Teachers 74 5.4 Areas of Further Research 75 5.5 Concluding Comments 76 References 78 Appendix A: Letter of Consent 86 Appendix B: Interview Protocol and Questions 88 8 Chapter 1: Introduction 1.0 Research Context Our world currently faces some challenging prospects in regards to the environment: changing climate, depletion of resources, a lack of clean water, and the list goes on. We as a species need to realise the problems and begin to enact change so that future generations can continue. As an educator I believe it to be important that we help students to develop a connection with the environment in order to begin developing ideas to support the much needed change. These ideas will require an understanding of the issues as well as creative solutions. Eco-art provides students with meaningful opportunities to learn about and for the environment while using creative thinking skills to share and express their understandings. Ontario education policy and curriculum is beginning to address environmental issues more strongly, stressing the importance for all students to become environmentally active and responsible. Research shows that environmental education (EE) increases not only environmental literacy, but also overall academic achievement (Canadian Council on Learning, 2009; Ontario Ministry of Education, 2009a; Ontario Ministry of Education, 2011). Finding solutions for environmental issues and helping students to become more environmentally engaged, requires that they develop strong skills in creativity. Art education has been shown to support student’s creative thought, social/emotional growth, and academics in other subjects (Elementary Teachers Federation of Ontario, 2012; Ruppert, 2006). Therefore, integration of the arts and EE will provide students with the opportunity to learn to think creatively about environmental issues facing our world. In recent years, the arts has had reduced prominence in the classroom as it faces funding cuts to programming, as well as the removal of arts specialists in schools (ETFO, 2012). 9 Environmental education also faces the challenge of receiving classroom time as it is not considered one of the main six subjects of the Ontario curriculum (Ontario Ministry of Education, 2016). Integrated learning involves combining elements from more than one subject in the curriculum, in a unit or lesson (Ontario Ministry of Education, 2009b). It provides subjects which typically receive less learning time, to have a place within the classroom. It also helps teachers to fulfill expectations from more than one area, leading to more classroom time for learning (Ontario Ministry of Education, 2009b). Research shows integrated learning gives students the opportunity to learn in different and meaningful ways, make connections across discipline boundaries, increase knowledge complexity, and connect learning to their own lives (Barry, 2008; Birt, Krug, & Sheridan, 1997; Krug & Cohen-Evron, 2000) Eco-art education is a developing field which utilizes the advantages developed through integrated learning by combining the two subjects of EE and art education (Blandy, & Hoffman, 1993; Inwood, 2013; Inwood & Taylor, 2012). Eco-art enables educators to combine the skills developed in EE such as environmental responsibility, with the creative power and social/emotional benefits of art education (Inwood & Taylor, 2012). The field of educational research focused on eco-art has continued to expand over the past few decades with recent studies focused on the advantages of its inclusion in the classroom, noting the positive outcomes particularly in regards to developing a connection with the environment (Blandy, & Hoffman, 1993; Chiarotto, 2011; Holmes, 2002; Inwood, 2003; 2010; 2013; Inwood & Taylor, 2012; Song, 2010; 2012) Students need to be provided with the skills to make a difference in the world by developing creative solutions to environmental issues.
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