Art & Advocacy: Protecting New York’s Wildlife

Educator(s) and Subject(s): Lisa Mongiello, LVT Animal Science 1

Other Participating Staff: Jessica Wright - Substitute Paraprofessional

Cultural Partner(s): Constance Sloggatt Wolf - Abstract/Painting/Printmaking

School: Gary D. Bixhorn Technical Center, Grade 11-12

District: Eastern Suffolk BOCES https://data.nysed.gov/profile.php?instid=800000055835

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Summary

This partnership focused on the powerful role that art can play as “a tool for communication, education, and advocacy in environmental issues.” Students collaborated with their animal science teacher, a professional printmaker, and local environmentalists to research environmental challenges and to connect them to global conversation efforts. They created gelli print works to generate messages about their findings.

Rationale

This project was driven by the goal of utilizing nature-based printmaking as a dynamic educational tool to foster creativity, critical thinking, and personal expression. This initiative focuses on raising awareness about environmental issues, specifically endangered species in Long Island, echoing Dennis Puleston's legacy of environmental advocacy. The collaboration between Lisa Mongiello’s Animal Science class and artist Constance Sloggatt Wolf incorporated diverse artistic expressions and focus on the local environmental context of Long Island, making learning relevant and accessible to students from various backgrounds. It emphasized student-centered learning, allowing individuals to infuse their personal and cultural experiences into their artwork. Through researching and creating art about local endangered species, students developed critical thinking and social awareness, understanding the intersection of environmental issues with societal factors by allowing students to explore the diverse impacts of these issues across different communities represented within their wide-ranging school districts. This exploration enabled them to tailor their projects to reflect the socio-economic realities and cultural perspectives they come from, fostering a deeper connection between their studies in animal science and the broader environmental and societal challenges. The project culminated in a school-wide exhibition of student work, giving them a voice in the community and highlighting the importance of their contributions. Ultimately, this collaboration not only educated students about environmental stewardship but also engaged the broader community through a public art exhibition, showcasing the power of art and advocacy as agents of change in ecological conservation.

What learning goals/standards did this meet?

Arts

Create:

• Students generated and conceptualized new artistic ideas influenced by their research on Long Island's environmental issues and endangered species.
• The project encouraged them to develop and refine their artistic work, incorporating the techniques and guidance provided by Constance Sloggatt Wolf and the inspiration from Dennis Puleston's legacy.

Perform, Present, & Produce:

• The culmination of the project in a public art exhibition allowed students to present and produce their artworks. This involved selecting, analyzing, interpreting, developing, and producing their artistic expressions to convey meaningful messages about environmental advocacy.
• The exhibition provided a platform for students to share their artistic interpretations with the wider community, fostering a broader dialogue about environmental conservation.

Respond:

• Students engaged in interpretive and analytical activities, evaluating their own work and that of their peers, using applied criteria and personal perception.
• The project incorporated reflection and critique sessions, where students analyzed the effectiveness of art in conveying environmental messages, and how well their work aligns with the goals of advocacy and awareness.

Connect:

• The animal science students connected their love of animals to a real world example of how art was used to advocate for animals and then create national laws to protect them and the environment that is their home.
• This project deeply involves relating and combining knowledge and experiences to explore how artistic work is influenced by and can influence social, cultural, and historical contexts.
• Students investigated the role of art in shaping societal views on environmental issues, understanding the historical context of advocacy through art, as seen in the work of Puleston, and considering how their artistic ideas can contribute to shaping future cultural and societal understandings of environmental conservation.

CCCR

Personal Choice in College & Career Development:

• Connect overlapping skills and relationships among personal, academic, extracurricular, and work activities.

Civic Knowledge:

• Apply knowledge of government, law, history, geography, culture, economics, and current events including inequities within democracy in different circumstances and settings.

Civic Skills & Action:

• Model critical analytic, verbal, communication, and media literacy in a variety of activities inside and outside of school.

Civic Mindset

• Model critical analytic, verbal, communication, and media literacy in a variety of activities inside and outside of school.
  

CR-S 

Welcoming & Affirming Environment:

• The project created a space where students are encouraged to express their unique identities, cultural backgrounds, and beliefs through their artwork. This expression is particularly emphasized in their choice of subjects and artistic styles, reflecting their personal connections to the local environment and wildlife.
• By focusing on local environmental issues, students from different backgrounds can find common ground and appreciation for their shared community, fostering an inclusive and welcoming environment.

High Expectations & Rigorous Instruction:

• The project sets high expectations for all students by challenging them to research complex environmental issues and translate their findings into meaningful art. This process requires a deep understanding of the subject matter and the ability to creatively communicate it.
• Through guidance from the study of Dennis Puleston's work, and Constance Sloggatt Wolf's support and guidance, students were encouraged to develop a positive self-image and personal empowerment in their capabilities as both artists and advocates.

Inclusive Curriculum & Assessment:

• The project challenged dominant headlines in environmental conservation by bringing attention to local issues and species that are often overshadowed in mainstream environmental discourse. This not only raised awareness about lesser-known ecological concerns but also emphasized the importance of every species and ecosystem, regardless of their popularity in current media or conservation campaigns.
• The artistic component of the project allowed students to tell diverse stories about the environment and its conservation, reflecting a range of cultural, social, and personal perspectives. Art becomes a medium for students to express their understanding of and relationship to the natural world, ensuring a collection of voices and experiences is represented.
  

Outcomes: 

Students’ learning has expanded as a result of this project because now they…

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KNOW… The historical and current significance of environmental advocacy through art, as demonstrated by the works of Dennis Puleston and Constance Sloggatt Wolf.

Specific environmental issues affecting Long Island's wildlife, particularly focusing on endangered species.

Various artistic techniques and mediums used in environmental art, as demonstrated by Constance Sloggatt Wolf.

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UNDERSTAND… The powerful role of art as a tool for communication, education, and advocacy in environmental issues.

The impact of local environmental challenges within the broader context of global conservation efforts.

The importance of incorporating personal and cultural perspectives in artistic expression to create meaningful and impactful art.

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ARE ABLE TO… Conduct research on local environmental issues and endangered species, applying this knowledge to create informed and impactful art.

Utilize a range of artistic techniques and mediums to express their understanding and perspectives on environmental conservation.