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Database Provider

Author

Yale News

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Earth and Space Sciences, Visual and Performing Arts

Resource Types

  • Videos, 2 minutes, 9 seconds, CC, Subtitles
  • Articles and Websites

Regional Focus

North America, United States, USA - Northeast, Connecticut, Coastal

Creating Art as a Climate Solution

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Synopsis
  • This video and article detail a collaboration between community members in New Haven using urban art and heat-absorbing paint to inspire and inform people.
  • Students will learn about contributions to the urban heat island effect and hear from the Yale leaders who spearheaded this project.
Teaching Tips

Positives

  • This video features two women of color with prominent positions at Yale University.
  • This resource displays why an interdisciplinary approach helps tackle climate change.

Additional Prerequisites

  • Students should understand the urban heat island effect, its causes, and how it impacts people in cities.
  • Some students may need the terms urban art, mitigate, and others defined before watching the video and reading the article.

Differentiation

  • Students can look at other measures to reduce the heat island effects, such as the one described in the Do Cities Need More Green Roofs? resource.
  • This resource can supplement a lesson on the connection between buildings and greenhouse gas emissions.
  • After viewing the mural, students can sketch their ideas for murals regarding climate change.
  • This resource can support a classroom discussion on the merits of interdisciplinary collaboration and what other problems could be solved with this approach.
Scientist Notes
This resource from Yale News describes an interdisciplinary collaboration between Yale's School of the Environment and the School of Art to address climate change through public art. Led by Karen Seto and Kymberly Pinder, the partnership aims to utilize innovative heat-absorbing paint to mitigate urban heat island effects while engaging local communities. Although the text effectively conveys the initiative's goals and activities, it lacks specific data or evidence on the efficacy of using art as a climate solution. However, the 2-minute video featuring a conversation between Seto and Pinder enriches the narrative by providing firsthand insights into the collaboration's origins and objectives. This resource is a valuable educational tool for promoting interdisciplinary approaches to climate action and community engagement through art.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Visual & Performing Arts
    • Visual Arts: Standard 7 - Perceiving and analyzing products.
      • 1.5.12prof.Re7a: Hypothesize ways in which art influences perception and understanding of human experiences.
      • 1.5.12acc.Re7b: Evaluate the effectiveness of visual artworks to influence ideas, feelings, and behaviors of specific audiences.
  • Science
    • ESS3: Earth and Human Activity
      • HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
  • English Language Arts
    • Speaking & Listening (K-12)
      • SL.II.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
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