Abstract
Art educators teach visual literacy, criticism, multiple art media and technical skills representing many pupils’ only exposure to visual communication in school. Given curricular flexibility, art teachers redesign lessons to include important conceptual learning to accommodate department of education guidance addressing potentially controversial issues. Authentic art-integrative approaches provide opportunities for students and communities to interrogate serious issues like global warming and the impact of anthropogenic climate change. While not all teachers embrace this and other difficult conceptual learning, professional development and a supportive community of stakeholders are key for those who do. The following article presents a theoretical framework supporting a unit on an art-based inquiry into environmental justice from a recent course on social justice art education. Graduate student artist inspirations, art exemplars and learning activities are shared to inspire others towards art actionism.
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