The art of geography/the geography of art.

The following article was submitted by William Fitzhugh, 2004 recipient of ACEI's Elizabeth Breathwaite Mini-Grant.

As a geographer, I have always thought that a society's culture develops from people s interaction with their physical environment. Clothing, food, and shelter typical of a culture reflect a society's adaptations to their physical surroundings. Beyond these necessities, a society's art also reflects their physical environment. Societies have used the materials found in their environment to develop distinct forms of artistic expression.

Children can learn much about a society through examining a culture's art and by making their own examples of art from the culture being studied. For example, Jan Vermeer's paintings can tell students a great deal about the culture in the Netherlands in the mid-1600s. A Turkish rug artfully draped to the side in one painting, for example, demonstrates both wealth and an interest in trade and, therefore, geography. Another Vermeer painting features a map of the world. Maps were works of art. Teachers can emphasize the importance of maps and provide children with opportunities to create and decorate their own maps. Not only is constructing a map an important intellectual activity, it is an opportunity for a student to be an artist and create something of beauty.

In addition to learning to interpret and appreciate a culture from paintings and photographs, students can create their own examples of art from other cultures. It is increasingly important for children to understand and appreciate the similarities and differences between their own culture and others. All societies produce art, although it may be expressed in many different forms and with different media.

When children create forms of art that are similar to those created by other cultures, they not only learn to understand their own creative processes, they also learn to appreciate those used by other cultures. Children can achieve a sense of pride by creating an object of beauty, learn to appreciate the beauty of objects, and understand the hard work and thought that goes into creating art. Children also can learn how people used materials at-hand to produce art. By completing works of art, children begin to see that creativity is a facet of all cultures.

When teaching a social studies unit, I create a discovery box that I fill with objects and artifacts from a culture we are studying, such as food, clothing, tools, books, stamps, flags, coins, and examples of handicrafts. The handicrafts serve as models showing students an idea of what their completed project might look like.

After seeing finished art projects, many teachers can figure out how to do these activities in the classroom with their students. Thinking about the activities, teachers can probably think of other cultures where an art project might apply. For example, fans came to China from Japan by way of Korea. So, a fan project would be an excellent activity to do when studying any of these three regions. Teachers need to remember that their school art teacher is an excellent source of ideas for projects that can be made in the classroom or during the art period. Art teachers are great resources for adapting materials to meet other needs.

I encourage teachers to read up on the artworks being introduced in class. Background knowledge often helps teachers to be more confident when beginning any new and exciting activity. I continue to enjoy integrating art with social studies instruction. You will, too!

If you are interested in specific projects that reflect cultures from around the world, send E-mail to [e-mail] for a brief description of the geographical importance of each project, the real materials used for each, and the materials I have adapted to use in the classroom.

Save the Date: February 3, 2006

Committee on Teaching About the United Nations (CTAUN) Conference

The Committee on Teaching About the United Nations (CTAUN) invites educators, administrators at all levels and disciplines, and all concerned citizens to a conference, "The Global Challenge of Water" at the United Nations Headquarters on February 3, 2006, from 9:15 a.m. to 5:30 p.m. The conference will provide resources for enriching curricula and school activities, and will address water-related issues affecting health, food, sustainable development, supply and demand, and water and conflict, along with United Nations involvement. The theme of water provides many possibilities for interdisciplinary teaching from elementary to advanced studies.

The U.N. General Assembly has proclaimed 2005-2015 as the Water for Life Decade--a key component in its battle to eradicate poverty and achieve the Millennium Development Goals. Educators have a crucial role in that effort.

To learn more and to register for the February 3 conference, go to www.teachun.org.

You are most cordially invited to attend!