Incorporating SD into Art and Design

1. Philip Hawkins Visual Culture Lecturer. Eileen Rosamond Fine Art tutor. Incorporating SD into Art and Design Three Case Studies Discussion

2. Three Case StudiesFrom both the Lecture and Studio Programmes • 1) Short Research Project to 2nd year BA Fashion Textiles students in Visual Culture • 2) New 3rd year Thesis and Special project interests • 3) Genesis Centre Exhibition

3. Case Study 1 Transforming a lecture on Globalisation into an active learning project that incorporates SD Research Exercise Sixty 2nd year BA Fashion/Textiles students

4. Where and How do I start incorporating SD? • Researched Literature about SD and education – Stephen Sterling, David Orr, David Boud, among others • Developed simple key pointers for project design or learning outcomes to focus on. • The importance of: place-specific projects; community; informing judgement and behavior; developing values; a sense of urgency; the future; integrating SD into assessment; problem solving skills and active learning; integrating theory with practice; key SD reports, legislation, professional knowledge; collaborative or cross disciplinary enquiry. • See Case Study on HEA ADM website – How and Where Do I start

5. Research Exercise • This exercise helps to show you the importance of primary research, the uses of numeracy and case studies, as well as the ways in which personal values or ideas about the world can form or inform your choices and work as a designer. • 1) Check all your clothes labels and represent in a pie chart their geographical distribution of origin. That is the proportion in % that each country makes up of the total. Briefly explain your findings. You must show how you worked out your percentages. • 2) Explain what the following key terms mean, using facts and figures and give examples: globalisation, GDP, G20, labour costs, value retailers, Fast Fashion, the Ethical Trade Initiative, and Fair Trade. • 3) Visit 2 shops in town and consider how they fit, in different ways, into ideas and practices of globalisation. These can be researched as case studies - for example Primark vs Oxfam, Matalan vs Lush, River Island vs Monsoon. What do you learn from their products, their staff and their web-sites? • In 200 words explain and analyse each company’s ethos to the values of globalisation. Then conclude in not less than 50 words by developing your own personal standpoint about globalisation thinking about what it is you value in the world and why. ‘My values influence my work as a designer…’ I also included a list of useful websites: Oxfam, Lush, Monsoon, Marks and Spencers, Labour Behind the Label, among others

6. Case Study 2 Thesis & Special Projects 3rd year BA Art and Design students

7. Recent Thesis and Special Project Titles

8. Developing SD Suzanne Hobbs student – Work addressing art and consumerism

9. Christine Chapman – student – Special Project involved working with CIWEM (Chartered Institute of Water & Environmental Management) used photography in her local area of the Somerset Levels to address issues of global warming and raising water levels.

10. The curricular imperative to incorporate SD • Student demand for projects that engage with a range of contexts Teachers understanding of the value of additional learning outcomes and learning contexts in SD • Both have begun to extend the contexts of the curriculum. These include the college, local community, professional, cross disciplinary and forms of cultural and environmental activism. • Necessity to keep building good practices into a coherent curricular framework enhances imperatives for change • Problem is: Charting and measuring SD effectively in the curriculum and in terms of parity becomes problematic if each tutor simply develops it in their own way. Teaching of SD becomes dependent on the tutor.

11. Our research focus and identifying a way forward • Are there any useful criteria, national or otherwise, that help the tutor in Art and Design develop or measure the integration of key skills, learning outcomes or learning contexts in SD? • Is there value in developing a formative map for helping tutors incorporate SD effectively in art, design and media? If so what might it include and how will it help tutors and students in practice? • Centre for Sustainable Futures at the University of Plymouth has developed a 4C framework. The 4C are Community, Curriculum, Campus, and Culture. Could this be developed more specifically?

12. Case Study 3 Genesis Exhibition Fine Art Example of developing ESD curriculum and campus

13. Liz Fathers – student – generated work about the loss of her local Chestnut trees making work that addressed issues of de-forestation making links between the quality of the air we breathe and the effects of this upon our lungs.

14. Barbara Whiteley – student – Work addresses our loss of connection to nature and the precious links between fruits of nature and our cycle of birth and death.

15. Michael West – student – His work relates to his local beach (Minehead) and through collecting discarded rubbish and flotsam and jetsam created installations that question our throw away society and the pollution of our seas.

16. The 100 Ducks Project www.100ducks.com Cleo S. Heard - generated work that used the idea of a virus spread amongst the community – in this case plastic ducks given out to people outside the Banksy exhibition in Bristol. By using the website the duck owners were given messages about the environment, via Amelia mother duck, corresponding to the 100 days until the Climate Conference at Copenhagen

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