The Pamvotida Lake through art

INTRODUCTIONWhen we teach adult learners we mainly use active techniques (enriched presentation, brainstorming, group work, discussion, role play, educational trips, etc.) in order for them to efficiently acquire knowledge, attitudes and skills. During the last three years in our School we also utilize a method related to the use of art in teaching. It is the method of A. Kokkos* "Transformative learning through the aesthetic experience."

Α. Κokkos, Professor In the Greek Open University and Chairman of the Scientific Union for Adult Education.

What is this method?

It is a method that correlates the content of works of art with the content (curriculum) of the subjects that students or adults are studying with the aim of developing critical and creative skills.

The systematic observation of works of art aims not only to develop knowledge, skills and attitudes but engages learners in a process of critical reflection that through a systematic way of thinking helps people challenge assumptions that they have embraced through socialization and take for granted, and which are often dysfunctional in our daily life.Great works of art from painting, sculpture, photography, literature, poetry, theater, film, dance and music are used.

It consists of 6 stages1. Investigation of the need for critical reflection2. The participants expressed their opinions3. Definition of the views that will be considered4. Selection of artworks5. Critical reflection through the aesthetic experience6. Reassessment of the assumptions

Method: "Transformative learning through the aesthetic experience." (Α. Κokkos)

Our lesson

Subject: Environmental Literacy

Lesson using the method of «the transformative learning through the aesthetic experience».

SUBJECT: Environmental protectionοf the Pamvotida lake 2nd grade. Number of students: 18duration: 3 hours

EDUCATIONAL OBJECTIVESTrainees are encouraged to:1. approach the issue of environmental protection of the Pamvotida Lake through art2. realise the responsibility of man about the protection of the lake.3. understand that the relationship of modern man with the lake and generally with the natural environment is primarily negative.4. realize that man can develop positive relationship with the natural environment and to suggest ways to protect it.

EDUCATIONAL TECHNIQUES-METHODS

• Guided discussion.

• Group work.

• Elaboration of Artwork (use of art).

• Αnalysis of works of art according to the model of Perkins

First stage: Exploring the need for critical approach.

TRIGGER• The lake is typical of the city of Ioannina• The Second Chance School is almost beside the Lake• Pamvotis (according to the dictionary), is the female form of

“pamvotor” or “pamvotir” and it means "feeding everything" It is considered a Homeric word.

THE NEED FOR CRITICAL APPROACH

«Do you think that nowadays the lake nourishes everything?»• Awareness of our personal responsibility about the protection of

the lake.• Alternative ways to combat contamination of the Lake

Second stage: Expression of the views of students (writing texts into groups)

Question - Trigger:Learners were initially asked:

"What is in your opinion the relationship that is developed between the man and the lake and the natural

environment in general?"

Indicative answer of Group 1"People nowadays do not have a good relationship with the lake. The contaminate it. Today the Lake smells, has mosquitoes and is green. It is not the lake it used to be. Its water is not clean because the wastewater of the city ends in it and has destroyed it. Many families lived on fishing. Now there are few fishermen.”

Third stage: Definition of the views and questions to be discussed.

ADDITIONAL SUBJECTS:From the trainees' texts the following subjects emerged for

discussion.• The negative effects of the lake pollution • The need to protect the lake

CRITICAL QUESTIONS:Α) Why do people continue to destroy the lake, despite knowing that it is negative?

Β) Has the man a real benefit from contaminating it?

C). Do you think that man could have a better attitude towards the lake?

Stage 4: a) Selection of artworks and b) correlating them with the critical questions

(Artworks are selected as triggers to discuss critical questions. The meaning of artworks associated with the content of the review questions)Trainees were presented with four paintings without their title and artist name in order to choose two of them to be studied.

The following artworks were selected:«Fishermen», a painting by Kenan Mesare, (1889-1965)

«Untitled»,a painting by N. Chouliara, 1974

Fifth stage: Processing of artworks using the basic stages of the model of Perkins and connection to the critical questions:

• Step 1: introductory observation. (What do you see?, What does it make you wonder;)

• Step 2: broad observation. (Are there are surprises in the artwork? Are there any symbolisms and what feelings does it provoke?

• Step 3: detailed observation. (What would you like to investigate? What else struck you and which elements give the artwork intensity? Search more about the role of colours, shapes, lines, symbols, composition of elements.

• Step 4: review process (reflect on the artwork as a whole. Based on what you have already noticed: What conclusions do you draw about the artwork? What is its message? What does it want to convey?

• Link to the critical questions A few words about the painters

Step 3: detailed observation. (What would you like to investigate? What else struck you and which elements give the artwork intensity? Search more about the role of colours, shapes, lines, symbols, composition of elements.

Artwork AConnected boats. Cooperation - company, vivid colors, mirage, a lot of light, purity like a mirror, we would like to be there.Artwork BThe green is dead, dirty water, the hut is illuminated on the hill, institutional building, dividing lines, before and after, dark emotions, the residential part is dark, and there is little light - a gradient of green, the dividing line defines time, there is no activity., after the embankment something illuminates like the blue sky – a given perspective, the mystery lake with hymns, songs and beliefs.

Indicative answers at the 5th stage

Step 4: review process (reflect on the artwork as a whole. Based on what you have already noticed: What conclusions do you draw about the artwork? What is its message? What does it want to convey?

Artwork AIt shows a clean lake as it was in the past, the human presence in the lake, the main occupation of the people was fishing, cooperation between them, their healthy way of eating. A beautiful lake as we would like it to be today.Artwork BContamination of the lake, wilderness, mystery, but there is hope, it depends on us whether we make the lake as in the past.

Indicative answers at the 5th stage

Sixth stage: Reevaluation of initial assumptions and their enrichment

Rewriting a text on the subject of the 2nd stage and its enrichment with their observations. «What is in your opinion the relationship that man develops with the lake and

hence the natural environment?»

Sample: Team A« Today the lake does not nourish everything like in the past. It is not as it used to be. People drank water from the lake once. The swam in it because the water was clean. They hunted. They watered crops from the lake. The famous leather processors washed leathers in it. There are no longer leather processors. There used to be many fishermen. Today we have destroyed the lake. We have not learned to respect nature. The State does not do anything. The greatest responsibility is ours. We prefer easy profit. There are bars around the lake. We are ignorant of the consequences of contamination of the lake. It is a matter of education. Experts must carry out controls and the managing authority of the lake has to be more active . We can do a lot. We must all care about that».

Comparison of initial and final response of all groups of students

Initial response:"Man today has no good relationship with the lake. It contaminates it all the time. Today the Lake smells, has mosquitoes and is green. It is not the lake it used to be. The water is not clear because the wastewater of the city ends in it and has polluted it. Many families used to live on fishing. Now there are few fishermen.”

Final response:“Today the lake does not nourish everything like in the past. It is not as it used to be. People drank water from the lake once. The swam in it because the water was clean. They hunted. They watered crops from the lake. The famous leather processors washed leathers in it. There are no longer leather processors. There used to be many fishermen. Today we have destroyed the lake. We have not learned to respect nature. The State does not do anything. The greatest responsibility is ours. We prefer easy profit. There are bars around the lake. We are ignorant of the consequences of contamination of the lake. It is a matter of education. Experts must carry out controls and the managing authority of the lake has to be more active . We can do a lot. We must all care about that.”

At the end of the lesson the process is evaluated by the whole team and emotions are expressed.

We observe that at the end of the process, the views of the trainees on the subject had been enriched sufficiently in a critical and creative way. They undertook an initiative: to propose to the whole school to go and clean the shores of the Lake.

So the objectives set at the at the beginning of the instruction were achieved.

Trainees• approached the issue of the environment of the lake through paintings

and stressed the responsibility of the man for the contamination.• realized the impact of the environmental pollution of the lake

(decreased fish bad smell of the Lake, potential health hazard etc.)• realized that man may raise awareness through education and develop a

positive attitude and suggested ways of improvement (students and themselves to clean the shore etc)

Art plays an important role in enhancing imagination and emotion. It urges us to approach issues holistically, to seek causes and results, to document our views, to use alternative perspectives, to cultivate empathy and connect thought with practice.

Thank you!