Because intersectional discrimination and climate change are connected but they present a complex scenario, I applied artistic-pedagogical-hybrid practices and design processes to develop the art curriculum, collect information, and analyze it with the relevant theory (Haseman, 2006: 98-106 & Hanula et al., 2021: 9-14). These methodologies facilitated a better understanding of the themes and how to teach them in class.
The methodologies and data collection were structured through quantitative and qualitative methods and the process of design research. In conjunction with the term “designare”(Bakker, 2004: 3-16), I used the students’ drawings to compare perspectives and apply artistic research to expose possible frames for the reflection (Vasconcelos, 2015).
Irwin and Springgay (2008) talk about the ‘unstable relation between location and identity…the hindrance and inspiration and research subject for the process of making art’ (p.169). Personally, I think that art itself is a chaotic and beautiful process where the knowledge and the information we dissect-diggest can be unexpectedly brought to our conscious mind and intuitively materialized.
I have also used design research as a cyclic process to organize research, ideas, evaluation, and testing methods creating a holistic view of possible processes, transferability, and variation of the art curriculum to align it for each grade (Bakker, 2004: 6-8). By combining collaborative ethnographic processes, practice-based research, visual, performative, and sound elements with theory, a/r/tography unfolded different ecologies producing knowledge through drawings while gathering voices (Irwin & Springgay, 2008: 163-169).