ART PRODUCTION EXPERIENCE FOLLOWING LAND ART

Abstract

Art is not a static phenomenon; it is a constantly evolving and developing concept.
After the 1960s, the aesthetic pleasure traditionally associated with art gave way to a new focus on modes of thought. In this way, art that changes and evolves has come to be known as contemporary art. Understanding contemporary art and being able to incorporate it into life is only possible through education.
With his words, “A nation deprived of art is a nation whose lifeblood has been cut,” the great leader Mustafa Kemal Atatürk emphasized the necessity of art and underlined that individuals who have not received sufficient art education cannot take meaningful steps for the benefit of society.

As contemporary art practices are integrated into education, the aim is to support students in recognizing and engaging with art through sustainable art within the framework of environmental sustainability education. A sustainable environment addresses environmental, social, and economic issues as a holistic package. With the blessings that nature offers us freely, we seek answers through the concept of “sustainable art for sustainable living.”
In this study, the theme “nature and me” was chosen. A model was developed to show how human responsibility toward nature can be supported through visual arts education. Artists who create contemporary art with a nature-based focus were examined. In particular, examples of land art created with the theme of respect for and inspiration from nature were explored. Guided by the artists’ goals and ideas, sustainability in both art and art education was placed at the center in support of a sustainable environment.
Student-centered group projects were carried out, encouraging participation and supported by out-of-school learning experiences.

The study involved 3rd grade primary school students. Land art practices were discussed in the classroom with student participation. Students were asked to reflect on what kind of artistic mark they would like to leave in nature if they were alone in it. They were then divided into groups and asked to sketch the artistic mark they would want to leave in nature. With these sketches, students went outdoors and recreated them using materials they found in nature. To document their works, photographs were taken.

While leaving beautiful and meaningful artistic traces in nature, students were encouraged to understand that they are a part of nature, to appreciate the importance of sustainability, to engage in cooperative group work, and to experience emotional and intellectual awareness along with aesthetic appreciation through art.