Marine Conservation
Preserving Our Oceans
The ocean covers more than 70% of the Earth's surface and is home to a diverse range of marine life. Our blog is dedicated to raising awareness about marine conservation and the importance of preserving our oceans for future generations.
AREA OF INQUIRY
Sustainability addresses the ongoing capacity to maintain life on Earth but is often something that can be taught through art engagement (Everett 2009). Through creativity, children can develop concepts through experience and explore their environment. Pollution is the main concept being investigated about the Sustainability priority area. Through the arts, students can demonstrate their understanding of a subject in a way that best suits them.
The learning of such huge global problems such as pollution, marine conservation and many avoidable environmental issues can make students quite overwhelmed and feel helpless (Everett 2009). But art makes it possible to transform this into a constructive relationship and develops the notion of "care and repair.
The protection and preservation of the seas, oceans, and marine life is the aim of marine conservation research. The importance of marine ecosystems, the threats they face, and the precautions we may take to protect them will all be examined in this study. Through this inquiry, students will learn about the interdependence of all species in maritime habitats and the role that humans play in both maintaining and destroying these ecosystems. Some of the supporting questions include;
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How do human activities affect marine life?
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What are the key features of the marine ecosystem?
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What are the most endangered species in our oceans, and why?
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How can we reduce our impact on the ocean?
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What are the main threats to marine life and ecosystems?
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How does plastic pollution affect the marine environment?
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Our seas, oceans, and the marine species that live there are all impacted by the serious problem of marine pollution. Hazardous substances like plastics, chemicals, and oil can seriously damage marine life and the ecosystems that depend on the ocean.The priority was also developed to support an ‘Education for Sustainability’ (EFS) approach in schools. Primary school students ought to be curious about this field of study for a variety of reasons. First of all, sustainability is a crucial subject since our survival depends entirely on the natural environment (Taylor et al., 2015). The genuine concern Australian primary school children have for sustainability is not surprising (Brett ,2019).
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Through the use of inquiry-based learning, educators can establish learning environments that link to subsequent courses and provide necessary guidance and observation (Dinham and Chalk, 2018). Considering that many Australian students are aware of the ocean and its significance in their daily lives, this inquiry is essential and constructive because it addresses an appropriate subject like marine conservation. Because the ocean is a major feature in children's surroundings, marine conservation connects with them in a way that other topics may not. Brett (2019) believes that critical and constructive sustainability education influences students' and communities' ethical behaviour. Because it directly links students to the environmental issues they see and encounter on a daily basis, this method is especially effective for teaching sustainability and the humanities (Preston,2015; Everett et al., 2009).
The topic of marine conservation is particularly valuable for inquiry as it addresses a 'current concern' that is directly relevant to Australian children, who often look towards the ocean as part of their everyday environment. The investigation not only looks at the reasons of the issue that are related to humans, but it also gives students a chance to picture "a healthier ocean and a more sustainable future" and takes "further action." (Hoepper, 2016).
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The questions of the inquiry provoke students to explore ‘what it means for both an individual and society to live well’ with ‘thinking that is productive, purposeful and intentional’ (VCAA n.d.a; n.d.b). Marine conservation and this enquiry topic fit together nicely in the context of the arts curriculum. First off, students can investigate sustainable practices in the classroom through creative expression thanks to the readily available and pertinent art resources associated with the inquiry topic of marine conservation. Second, arts education would be beneficial for oceanic concerns since it goes beyond only knowing the facts and takes into account their complexity and urgency. As a result of its emotional engagement, students become more aware of the vulnerability of marine ecosystems and are motivated to take care of the oceans, which play a vital role in their daily lives.
1. MUSA (Underwater Museum)
Jason deCaires Taylor, born in 1974 in Dover, England, is a British sculptor and environmentalist renowned for his innovative underwater sculptures. These works have a purpose that they act as artificial reefs and the importance of ocean conservation. Among Taylor's most important creations is the underwater museum, Museo Subacuático de Arte (MUSA), located in Mexico, which houses more than five hundred life-size sculptures.This project, which was finished in 2010, intends to give swimmers and divers an alternative draw, easing the impact on natural coral reefs. The eco-friendly materials used to make the sculptures are designed to foster coral growth and offer a home for marine life.. The sculptures eventually change into colourful, living reefs, signifying the resiliency of the natural world and the potential for renewal.
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When I first came across Taylor's work, I was fascinated by the way he perfectly connects art with environmentalism. His artwork starts as harsh, lifeless figures and slowly gets covered with aquatic species, changing into living underwater habitats. This process reflects the possibility of beneficial environmental change if humanity takes the required precautions to safeguard the environment. Taylor's art serves as an important reminder that change can be sparked by art, encouraging people to reflect more carefully on their interactions with the natural world.
2. Voice Of Sea
Watching this video as an audience member, I felt it was both eye-opening and inspirational. The emphasis on marine conservation serves to emphasise just how vital our seas are to the health of our planet as a whole. The decision to use marine conservation as the main issue for teaching sustainability via art was greatly influenced by the video "Voice of the Sea". The powerful visuals and emotional narrative of the film highlight the fragile state of marine ecosystems and the devastating impact of human activities on these vital habitats. The film's message, emphasising how crucial it is to protect our oceans—which are essential to the survival of countless species and the maintenance of the planet's health—resonates powerfully. The beauty and diversity of marine life are frequently taken for granted, as the movie makes clear. I was most affected by the portion regarding the threats to marine habitats. The film effectively shows how all marine life is interconnected, from the smallest algae to the greatest whales, and how important a role they play in the ecosystems of the planet. It makes the value of protecting these habitats evident by showcasing the richness and beauty of marine life.
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A strong visual and emotional effect is produced by the visuals of pollution, overfishing, and coral bleaching, which stands in sharp contrast to the colourful, thriving ocean scenery. Realising the scope of overfishing, pollution, and the implications of climate change opened my eyes to the terrible effects that human actions on land may have on the oceans. Students are encouraged to explore, ask questions, and create under the inquiry-based learning model, which is well aligned with this visual storytelling style. Students can connect with sustainability in an immediate and significant way by adopting marine conservation as the main topic. They can look into the origins and effects of marine decline, consider remedies, and utilise art to communicate their commitment and understanding. This connection is sparked by the video, which demonstrates how effective art can be in spreading awareness and pushing for change. The film emphasises the delicate equilibrium of marine ecosystems and the devastating impact of human activities on these vital settings through its powerful visuals and emotional narrative.
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Strong resonant structures surround the film's message, which highlights how urgent it is to protect our oceans, which are essential to the survival of countless species and the maintenance of the planet's health. The movie emphasises how frequently we overlook the variety and beauty of aquatic life. I was particularly affected by the part regarding the threats to marine habitats. This motivation creates a dynamic learning environment in the classroom. Students can use environmentally friendly supplies, including recycled or natural elements like beach shells, to create art pieces that represent their awareness of marine conservation. This experiential learning method not only increases their comprehension of the subject matter but also cultivates a feeling of accountability and authority. They understand that even at this young age, their actions may help to safeguard the environment.
Marine conservation was selected as a major idea for teaching sustainability via art because of the "Voice of the Sea" video, which effectively captures the fragility and beauty of marine ecosystems and serves as a perfect starting point for student enquiry and artistic expression. Students can learn the value of sustainability in an impactful and engaging way by making connections between these themes.
AS AN ARTIST:
When I drew "Turtle in Difficult Waters," I wanted to convey the delicate balance that marine life maintains, as well as the mounting threat that human activity poses. The sea is a representation of vulnerability and beauty due to its immense size. By highlighting the turtle, a species valued for its longevity and beauty, I hoped to highlight how important it is to protect these ancient sea animals from the never-ending attack of pollution, especially plastic waste. The turtle, swimming against the flow, represents the tenacity of nature. But the trash that's floating about it acts as a harsh reminder of the difficulties that modern marine life faces. The primary component of the work, the contrast between the natural beauty and the ecosystem's condition, invites viewers to think about how human activity affects the oceans.
My goal in making this artwork is to raise awareness of the plight of marine life and to promote a stronger relationship with the water. "Turtle in Troubled Waters" is not only a piece of art; it's a call to action that asks us to reconsider how we interact with the environment and take ownership of preserving its beauty for future generations.
I have presented a compelling case for why marine conservation is an essential subject for inquiry-based learning in Parts 1 and 2. The Australian Curriculum offers the ideal framework for students in Years 3–4 to investigate this through Humanities and Social Sciences (HASS) and the Arts. Human effect on marine ecosystems is one of the topics covered in the HASS curriculum. Other topics centre on how humans affect the environment and how the environment influences people. Human effect on marine ecosystems is one of the topics covered in the HASS curriculum. Additional subjects revolve around how people impact the environment and the environment shapes people. Because it encourages students to use their imagination to analyze the world around them, the arts curriculum is an excellent method to expose children to the idea of sustainability.
The HASS curriculum for Years 3–4 places an extreme value on comprehending how various environments including marine environments affect human life and vice versa. This is in line with the research questions I asked, including "What are the main threats to marine life and ecosystems?" and "How do human activities affect marine life?" These issues can be investigated through talks, studies, and projects that give students a practical and significant introduction to the idea of sustainability. Under genuine experiential sustainability learning, students are encouraged to collaborate in order to improve real-world learning and increase their knowledge of waste to "develop a disposition to act" (Noble 2015). This is according to Henderson and Tudball (2015). According to Jensen (2002, referenced in Jenkins 2015:37), action competence is essential for actively involving students in sustainable issues "in a multidimensional manner." As long as students take initiative, this student-centered method can be attempted (Taylor, Quinn, and Eames 2015). Teachers must consider how important it is to help students "live in an era of increasing environmental decay." (Nelson 2010 cited in Coss 2013:21) and "how we live our lives as examples for our students, both personally and professionally" (Hogan 2006 cited in Jenkins 2015:39).
According to Everett et al. (2009:181), the arts serve as "universal languages" that help students relate to the larger concepts. Students can "implement more sustainable patterns of living" by "appreciating the relationships of people to their environment" and "recognising the need for collaboration within and between communities" through the lens of visual arts (ACARA n.d.a: "The Arts").
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The discipline of art, craft, and design (ACARA n.d.b: "Rationale") is introduced to pupils as part of the visual arts curriculum to encourage them to participate in the process of developing and understanding art. One can find inspiration for their own representations in a variety of ways by researching other artworks and artists (ACARA n.d.b: (ACAVAM110 ). The integration of visual arts aids in the identification of potential solutions that contribute to problem solving because it gives students the chance to "act immediately to improve the sustainability of a situation at the same time as they are learning how to live sustainably through investigating it," as (Noble, 2015) puts it. The emphasis of the past involves other disciplines to suggest reasonings. Students are actively creating meanings based on their personal experiences, according to Jenkins (2015:35). Since it "not only facilitates student reflection but is also viewed as a transformative act," emotional wellness is taken into account (Coss 2013:22). Students can experiment and explore with material choices, taking into consideration the impact that specific materials have on the audience's comprehension of the artist's aim, by utilising a variety of "visual conventions when making artworks" (ACARA n.d.b:ACAVAM111). Students can be motivated to produce visual representations of their thoughts and meaning-making that are connected to their personal and world views by practicing their creative and practical abilities (ACARA n.d.b:ACAVAM112 ). In order to spark students' imaginations and encourage creativity to give the artworks meanings and purposes, it offers open-ended exercises (ACARA n.d.b: ACAVAM112). Students are advised to "compare artworks made for different reasons... to identify possible differences in interpretations" and to think about broader points of view while presenting their works (ACARA n.d.b:ACAVAR113). Students can still investigate a great deal of unsolved and unknown questions in this inquiry-based learning process. In keeping with the visual arts and sustainability curriculum, it helps students imagine a sustainable future while deepening their awareness of the reality they already inhabit. Comprehending the efforts and modifications they can implement to address these issues forms the basis of their attitudes, values, and actions going forward, encouraging them to reflect more thoroughly on our natural surroundings and sustainability( Everett et al. 209; Henderson and Tudball, 2015; Noble, 2015).
