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The author proposes a place-based art education model that combines real-world, community-centered learning with art education’s affective and subjective orientation. Drawing from environmentalists and eco-artists, the approach enables art and environmental educators to create memorable experiences by engaging self, community, and place. 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Inwood, Ontario Institute of Studies in Education, University of Toronto, Canada  \nAbstract  \nThis article explores the intersection of art education and place-based education as a means of developing ecological literacy. The author advocates the development of a model of place-based art education, one that integrates the real-world, community-centred learning of place-based education with the affective, subjective orientation of art education. Drawing inspiration from the work of environmentalists and eco-artists alike, this model is seen as a way for art and environmental educators to create powerful and memorable experiences for students by bringing self and community into dialogue with place. Examples of place-based art education are cited, and an ongoing research study involving this model is introduced.  \nRésumé  \nCet article analyse le point de rencontre de l’éducation artistique et del’éducation basée sur le lieu comme un moyen de développer une littératie écologique. L’auteure encourage le développement d’un modèle d’éducation artistique basé sur le lieu, celui qui intègre le monde réel, axé sur une  \npédagogie communautaire qui s’appuie sur le lieu tout en tenant compted’un apprentissage artistique orienté vers l’affectif et le subjectif. Ens’inspirant du travail des environnementalistes tout comme celui des  \néco-artistes, ce modèle est perçu comme une façon, pour les éducateurs en art et en environnement, de créer des expériences riches et inoubliablespour les élèves, en réunissant le soi et la communauté dans un dialogue avec le lieu. On cite des exemples d’éducation artistique basée sur le lieu et l’art et l’on aborde l’étude d’une recherche active comprenant ce modèle.  \nKeywords: eco-art, place-based education, art education, environmental education  \nIn recent years I have been on a professional and personal journey to explore the role that art education can play in developing ecological literacy. Based on a desire to find a more socially relevant role for art education, I have been investigating how the visual arts are being used to raise awareness of, and engagement with, environmental concepts and issues. Inspired by a generation of artists who are using their work in this way, I have been intrigued to discover how art educators can contribute to the emerging field of environmental art (also referred to as eco-art) and environmental education. Following the trails of art educators who began discussing concepts of eco-art in the mid-1990s has provided a solid starting point, and led me on enriching  \nCanadian Journal of Environmental Education, 13 (1), 2008 29  \ntreks through a variety of terrain in art education, environmental education, and outdoor education. Interestingly, these forays have all led to a similar destination, one that grounds learning about the visual arts in a place-based approach to education. The intention of this paper, therefore, is to draw a road map of the crossroads of the disciplines of art education and place-based education, hopefully encouraging other educators to explore this new territory in the pursuit of ecological literacy with their own students.  \nPlace-based education is a relatively new addition in discussions of curriculum and pedagogy in North America, despite its roots in ancient practices. Up until the Industrial Revolution, education was grounded in its local place not by choice, but as a means of survival. Some communities have maintained a close connection to place through their schools, but in many more (particularly in industrialized nations), these connections have been greatly reduced, if not entirely lost, over the last century in the shift towards curricular standardization, national achievement tests, and mass-produced curricular resources. So while place-based education might have been implicit in curricula in the past, it is seen as an innovative approach by many today.  \nDefined as being “","cbCaiv6S5B6IcR6n","https://ap.wps.com/l/cbCaiv6S5B6IcR6n","pdf",95550,13,"English","# Abstract\n# Ecological Literacy Through Art Education\n## Eco-Art and Environmental Education\n## A Road Map for the Crossroads","[{\"question\":\"What is the main goal of the article?\",\"answer\":\"It aims to develop a roadmap for connecting art education and place-based education in order to build ecological literacy.\"},{\"question\":\"How does the proposed model integrate place-based and art education?\",\"answer\":\"It combines real-world, community-centered learning from place-based education with the affective, subjective orientation of art education.\"},{\"question\":\"What evidence or examples does the article use?\",\"answer\":\"It cites examples of place-based art education and introduces an ongoing research study involving the proposed model.\"}]","At the Crossroads - Situating Place-based Art Education | PDF",1792084887,33]