Abstract
Through the process of visual analysis of an artwork called ‘Hidden’, this research article explores the relevance of art and design projects for the development of AESD - Art Education for Sustainable Development. ‘Hidden’ is the name of one of the paintings produced in an art project by the Faculty of Communication, Arts and Media at the International University of Malaya-Wales, Malaysia. The concept of the project is for lecturers and students to produce artwork that revolves around the message of sustainability and 90% of the artwork must use recycled waste materials. The visual analysis of ‘Hidden’ covers five aspects of visual elements which are composition, focal point, colour, form, and symbolic value. It was found that there are multiple deepening sustainability messages within the artwork through the analysis of the actual meaning of the image, the estimate changes in meaning over time, and the student's reflection and reaction. The main questions addressed by this article are: What are the complex ‘pool’ of sustainability messages generated through a single image? How producing art can stimulate students’ consciousness on the importance of sustainable living? In conclusion, this article proposes that AESD is a positive and useful approach for students to embrace the sustainability culture.
Highlights
Art education in the area of sustainable development is a rather new field of research
This research is based on an art and design project that was conducted at the Faculty of Communication, Arts & Media of the International University of Malaya-Wales (IUMW)
The findings of the research are based on the visual analysis of ‘Hidden’ and the semistructured interview with the artist
Summary
Art education in the area of sustainable development is a rather new field of research. Art education has a purpose to educate society through creativity, consciousness, and liberation as part of the transformative pedagogy (Illeris, 2012). Even though art educators can recognise the value in learning arts, it is important to measure the impact to understand how art lessons can contribute to students’ characteristics and personal development (Cerkez, T & Gabriela, B, 2013). This is in parallel with the effort to ensure sustainability in art and art education can be a contributing factor to students’ livelihood
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