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Climate Change Education through Art and Science Collaborations

Climate Change Education through Art and Science Collaborations

Phillip Gough, Kate Dunn, Caitilin de Bérigny
Copyright: © 2016 |Pages: 21
ISBN13: 9781466687646|ISBN10: 1466687649|EISBN13: 9781466687653
DOI: 10.4018/978-1-4666-8764-6.ch002
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MLA

Gough, Phillip, et al. "Climate Change Education through Art and Science Collaborations." Promoting Climate Change Awareness through Environmental Education, edited by Lynn Wilson and Carolyn Stevenson, IGI Global, 2016, pp. 16-36. https://doi.org/10.4018/978-1-4666-8764-6.ch002

APA

Gough, P., Dunn, K., & de Bérigny, C. (2016). Climate Change Education through Art and Science Collaborations. In L. Wilson & C. Stevenson (Eds.), Promoting Climate Change Awareness through Environmental Education (pp. 16-36). IGI Global. https://doi.org/10.4018/978-1-4666-8764-6.ch002

Chicago

Gough, Phillip, Kate Dunn, and Caitilin de Bérigny. "Climate Change Education through Art and Science Collaborations." In Promoting Climate Change Awareness through Environmental Education, edited by Lynn Wilson and Carolyn Stevenson, 16-36. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8764-6.ch002

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Abstract

This chapter introduces three arts projects that employ different collaborative methods to promote climate change awareness through community-based environmental education. The artworks provide new access points to climate change information, rather than acting as a representative for the discipline of science. This allows different ways of knowing about climate change through the experience of the artworks. The artworks were created through collaboration between scientists and creative practitioners, such as artists or designers, who has expertise in communicating information to a non-expert audience. The collaboration is aided through the creation of a boundary object, which allows creative practitioners to develop their understanding of the science they are presenting to their audience. The artworks also act as a boundary object between the scientist and the general public, allowing both groups to understand and transform their knowledge about climate change.

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