Recommendations

Suggestions for Implimentation

Educators looking to integrate this unit into their art classrooms can adapt the framework I developed for various regions and age groups, even though my unit is site-specific to Miami-Dade County.

While certain aspects, such as local nature studies, an emphasis on exploration, and aesthetic appreciation, are well-suited for younger students, other components—like natural history, cultural journalism, and a social justice orientation—lend themselves to deeper exploration with older students.

Ultimately, successful implementation requires a commitment to researching and engaging with the ecological and cultural dynamics of one’s community, as well as a willingness to collaborate with community members and engage in critical reflection.

Adaptable Framework for Critical Place-Based Art Education Curriculum

Successful integrative strategies for classroom included:

Meaningful art making, Scientific inquiry, Artistic inquiry, Social critique, and Activism

“Entry Points” for lessons & activities in the classroom (informed by Graham, 2007 & Smith, 2002):

Local nature studies, Natural history, Local cultural studies, Cultural journalism, Community issue-investigation and problem-solving, Community decision making, and Transformative education

Recurring objectives for lessons & art activities encompassed (informed by Bertling, 2015):

Holistic learning (interdisciplinary), Experiential learning, Exploration, Aesthetic appreciation, Social justice orientation, and Eco-Art

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