ROLE OF INDIAN CULTURE AND TRADITIONS IN THE SUSTAINABLE PRACTICES THROUGH ART EDUCATION
DOI:
https://doi.org/10.29121/shodhkosh.v4.i2CDSDAD.2023.587Keywords:
Sustainability, Indian Culture, Art Education, TraditionsAbstract [English]
Sustainability refers to the practice of conserving natural resources and preventing their exhaustion, hence ensuring the maintenance of an ecological equilibrium. Sustainable development and this notion are intimately interconnected, yet they are sometimes mistaken for one another. For many years, people have been engaging in discussions about the concept of a 'sustainable lifestyle' and 'sustainable development,' but have failed to incorporate it into their daily lives. The occurrence of this adaptation is contingent upon our ability to cultivate the practice of sustainable living within our households. Subjects such as Art may provide insights into environmental conservation and promote the use of practices like
reusing, recycling, and upcycling materials for artistic endeavors. This study examines the relationship between Art and Design, specifically focusing on how it promotes awareness and facilitates the adoption of sustainable living practices. This project utilizes art-based action research to foster the development of worldwide, transdisciplinary, and culturally sustainable Art Education. Its aim is to transform the mindset of the general public towards sustainable practices. The research used the four-field paradigm to emphasize the diverse and complex function of Indian folk art in both individual and collective artistic pursuits.
References
Buck, R. (2010, November). The Second UNESCO World Conference on Arts Education. Research in Dance Education, 11(3), 239–250. https://doi.org/10.1080/14647893.2010.529122 DOI: https://doi.org/10.1080/14647893.2010.529122
Goodale, T., & O'dowd, T. (2015). Teaching the Teachers: Preparation and Professional Development of Urban Environmental Educators.
Hemani, S., & Punekar, R. M. (2015). Design Education for Sustainability: A Case Study for An Inclusive Approach to Design in India. World Review of Science, Technology and Sustainable Development, 12(1), 29. https://doi.org/10.1504/wrstsd.2015.068194 DOI: https://doi.org/10.1504/WRSTSD.2015.068194
Herro, D., & Quigley, C. (2016, July 19). Exploring Teachers’ Perceptions of STEAM Teaching Through Professional Development: Implications for Teacher Educators. Professional Development in Education, 43(3), 416–438. https://doi.org/10.1080/19415257.2016.1205507 DOI: https://doi.org/10.1080/19415257.2016.1205507
Leder, S., & Leder, S. (2018). Introduction: Education for Sustainable Development in India. Transformative Pedagogic Practice: Education for Sustainable Development and Water Conflicts in Indian Geography Education, 1-12. DOI: https://doi.org/10.1007/978-981-13-2369-0_1
Scholte, T. (2022). The Perpetuation of Site-Specific Installation Artworks in Museums (Staging Contemporary Art). Amsterdam University Press. DOI: https://doi.org/10.2307/j.ctv25wxbgr
Stigter, S. (2016). Between Concept and Material. Working with Conceptual Art: A Conservator’S Testimony. [Thesis, Fully Internal, Universiteit van Amsterdam].
Unesco (2023, February 27). Advancing Sustainability Education Through Art, Expression and Culture.
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Neelam Bhosale, Dr. Ranjan Kumar Mallik, Dr. Arjun Kumar Singh
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
