Learning experiences for the ‘head’ and the ‘heart’ are needed to enhance community understandings of natural systems and influence people’s lifestyle
choices and values toward more sustainable living (Lovett, 2006). With this approach to achieving the long term goal for ‘sustainability’ in mind, educators from Port Phillip and Westernport Waterwatch, Melbourne, Australia, incorporated art activities into hands-on scientific school activities for secondary and primary students. It was hoped that artistic components would assist with the explanation of scientific concepts (attending to the ‘head’); maintain students’ active interest in educational experiences; and create space for emotional connections to be made between students and waterways (attending to the ‘heart’) (Dungey, 1989 cited in Adcock and Ballantyne, 2007). Students were seen to focus, notice, interpret, converse, explore and enjoy scientific topics when art was incorporated into Waterwatch sessions. The authors recommend that educators endeavor to prioritise creativity and enjoyment in science classes. Future sessions might incorporate other areas of the creative arts such as music and drama into science experiences (Adcock and Ballantyne, 2007).
|Keywords:||Waterwatch, Sustainability Education, Artistic Process, Art, Science, Waterways, Connections, River Health, School Programs, Positive Learning Experiences|
Werribee Plains Waterwatch Education Coordinator, Community Programs, Melbourne, Victoria, Australia
North-East Melbourne Waterwatch Education Coordinator, Environment and Planning, Melbourne, Victoria, Australia
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