Create Consciously
At the most basic level, the educator can step back and evaluate an activity’s potential impact on the world. This evaluation should consider everything from materials used to physical space to projected social outcomes. This evaluation might be completed prior to an activity — or, it may be completed in reflection! Although not a comprehensive list, here are a few examples of what the educator might consider:
What impact might this activity have on the environment? What materials are used? Can they be reused? Can required materials be locally sourced? Do they come in wasteful or single-use plastic packaging?
How might this activity inform a student’s perception of themselves, other people, and/or the natural world? Does this activity perpetuate harmful messaging or stereotypes? Does this activity suggest an ownership of the natural world? How might taking part in this activity shape a student’s outlook on important world issues?
Taking the time to properly reflect on real-world implications of a lesson plan or workshop can be very revealing!
Create to Connect
Another way that educators can advance sustainability in the arts classroom is through the aestheticizing of ideas and information. This means using music, dance, or other art forms as a communication tool. Consider the powerful messages presented in songs of protest, the eye-opening perspectives captured in film photography, or the historical weight carried by resilient sculpture. While beauty may be in the eye of the beholder, the messages communicated by a work of art can be appreciated at the community level. Consider the work of Swedish artist Carl Fredrik Reuterswärd, a massive bronze sculpture depicting a knotted gun, entitled Non-Violence. Sitting proudly on display at the United Nations Headquarters, this monumental work of art has become emblematic of international calls for peace and security. Similarly, the music production projects of American artist Ben Mirin feature repurposed sounds of endangered wildlife — an audible call to preserve the Earth’s eclectic ecosystems. When creating a lesson plan or workshop, the educator should consider the following:
How might an activity empower students to communicate their own ideas through art? Does the activity allow students to share individual thoughts and perspectives in creative ways?
Do students have access to information surrounding social, economic, and environmental sustainability? Assuming that the arts classroom is an accepted space to communicate both creatively and freely, are students adequately equipped with knowledge of ongoing crises and injustices?
Create the Future
The final method that educators can use to advance sustainability through the arts is to have students activate their inner creative superpowers! This takes the idea that “creativity is a powerful tool” to the next level. Ask yourself the question: What is it that uniquely qualifies artists to lead the charge when it comes to sustainable futures? What sets artists apart? This is where it helps to consider the most troubling issues that lie in front of us. Not only can artists create consciously and inspire others to do the same, but they can also engineer adaptive solutions — and innovate the bright and healthy futures we hope to someday achieve. Equipped with creativity, empathy, and an informed global perspective, the student is well-positioned to make a positive impact on the world. So, how is this method brought into the arts classroom? Consider the following:
Does a lesson plan or workshop allow for (and encourage) outside-the-box thinking? When a student engages with a problem, accommodate the full extent of their creative problem-solving, if possible. With little exception, groundbreaking ideas and solutions challenge the status quo.
