Using Natural History Collections and Art to Communicate About Climate Change University of New Mexico Climate Change Dispersion Module
By Julia Anderson, Kayce Bell, and Xiangyun Chen University of New Mexico by Co-Evolution: Julia Anderson, Kayce Bell, Xiangyun Chen Art and Biology Climate Change Module
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Using Natural History Collections and Art to Communicate About Climate Change
Table of Contents
Introduction Counter-Examples of Climate Change Art Poster Assignment Overview Key Concepts Climate Science Biology Social Science Art ARCTOS Natural History Collection Activity Poster Assignment Details Positive Example of Climate Change Art Conclusion Works Cited
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
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Introduction
his module incorporates biology, physical sciences, social sciences, and art to discuss and communicate about climate change. Students will be required to complete background readings on climate change, one from a biological and physical science perspective, one from a social and cultural perspective, and one from an artistic perspective. The module begins by looking at some art and design pieces meant to communicate about climate change, but that are scientifically inaccurate. The class then has the opportunity to apply similar critique to other pieces. Students are challenged to create a more effective poster, and given some background in climate science, biology, social science, and art to support them in thier goal of promoting accurate discussion of climate change or climate change research.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Misinformation in Climate Change Awareness Art Raising awareness about climate change is a cause that has inspired many individuals and organizations, but not all of them have focused on the accuracy of the concepts they are utilizing. This module will critique a selection of posters on global warming that visually discuss many of the key concepts around climate change, but in a way that is scienfifically nonsensical. All of the pieces selected display a high level of technical skill, creativity, asthetic vision, and originate from a genuine desire to help. They are dynamic and attention getting, which is excellent for a publicity campaign. However, simply visually representing the concepts “globe” and “warm” together doesn’t necessarily convey any useful knowledge about global warming. Although they may not be intended to be taken literally, it is also possible for awareness-raising material to create or perpetuate misinformation and confusion. Metaphor is an essential tool for any artist, but it is important to be careful of creating straw men for opponents to knock down. And using hyperbole to construct drama and mythologizing the “evils” that contribute to this threat may make anthropogenic climate change seem more like an apocalypse or paranoia than something that can be addressed by citizen action.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
The sum of climate change is that the planet is warming...
Is the heating of the planet from the outside, the planet’s core, or is the earth generating heat by being burned? An image of a globe that is warm may raise awareness about global warming, but it does not necessarily give any useful information about the source of the heat.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
The sun has something to do with it, but how might turning natural forces into storybook villains work to simplify or obscure real environmental and socio-political problems?
There is a connection between fossil fuels, combustion, greenhouse gas, and the warming of the planet, but the warming is not comming from the heat of burning gasses.
...but where is the heat comming from, and what is it actually doing? by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Living things are going to need to adapt, move, or face extinction... Some organisms are going to die, but what does that actually look like? Do they burn to death? Starve? Dehydrate? How can we predict which living things will join the mass extinction?
Obviously a rhinocerous becoming a marine animal or a polar bear breathing fire are outrageous (but awesome looking) adaptations. What adaptions should we expect, and can the process of evolution keep up with rapid climate change?
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Animals that are adapted to cold climates may need to move as their environment warms, or adapt to warmer temperatures. But, with other kinds of habitat loss, where will they go? What if they are already living in the coldest place on the planet? What about isolated creatures like those on islands?
... what are the real biological responses to a warming climate? by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Sea levels are rising, weather patterns are “weirding”, and ecosystems are changing... How does pollution interact or compound with increased temperatures and higher sea levels?
The effect of heat on cold parts of the planet gets a lot of attention but what about the hottest parts? Do higher temperatures make deserts warmer? Will more liquid water in the sea and changing weather patterns make them wetter or drier? Here are two examples to contrast how simplifying climate change concepts like “the polar ice caps are disappearing” can lead to very different assumptions. The artist on the left might have used their knowledge of the effect of heat on water (evaporation) to try to make sense of such a statement. (The title of the piece on the left is “Global Warming” but we do not have the full translation of the text.) by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Flooding is expected in some areas, but how suddenly will it happen and where? How does inequality in wealth and access to resources effect which areas get protected and which will be allowed to flood? If one city or other area protects itself with dykes, does their floodwater get diverted somewhere else?
...but what are the real characters and scales of this change and how can humans react? by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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States and corporations are accused of blocking attempts to act on climate change...
University of New Mexico Climate Change Dispersion Module
This 2007 ad campaign by fashion brand Diesel is incredibly clever. Both people who accept climate change and those who deny it can see these ads as a parody making fun of the other side. In this case, the bad science is perfectly intentional.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
There have been accusations that scientists investigating climate change are looking for reseach funding and may have falsified data or presented it misleadingly. Where did these claims come from, and how have they been addressed?
This stunningly well done piece is actually a statement about “greed� rather than climate change. However, it is an excellent example of how an image can powerfully use concepts like globe, heat, corporation, consumption, mining, wealth, inequality, destruction, wasetfullness, etc. that are all highly relevant to discussions of climate change without accurately utilizing any of the real science of global warming.
...but who profits from, and who is exploited by, a warming climate and its causes? by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
The alternative to misleading but attractive graphic posters with little scientific accuracy is often the dense school project style display that is appealing only to audiences who want to dedicate that much time to educating themselves on climate change. Those people, of course, are not typically the ones who awareness campaigns need to reach.
Check out these links for more climate change posters and artwork to critique as a class:
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Project Overview
The assignment for this module is to try to find a happy medium. Design a poster or other simple piece of art that is catchy and appealing but also uses some of the real science around climate change in a meaningful way. While reading through the background material, make a note of any information that is new or important to you, and any unanswered questions you still have that you may want to find out more about and address with a poster.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Key Concepts Biology Concepts
*Species are adapted to their environment; *Species may respond to climate change by adapting, changing distribution, or going extinct; *Climate change has produced measurable changes in biological systems; *Scientists use data about past climate change to understand possible ways species may respond; *There is uncertainty about the future rate of climate change and how species will respond; *Natural history collections provide a record of species’ physical characteristics and distributions.
Social Science Concepts
Climate Concepts
*Earth has experienced climate change in the past; *Past climate change was primarily driven by changes in Earth’s orientation and orbit; *Greenhouse gases(water vapor, carbon dioxide, and methane) keep Earth habitable for life; *Human-caused increases in atmospheric greenhouse gases, primarily carbon dioxide, are increasing the temperature of Earth’s surface.
Art Concepts
*As the urgency to address climate change has increased, more and more artists create work based on the challanges we are facing. Using climate science and biology in conjuction with art can help communicate the seriousness and consequences of climate change to a broad audience.
*Denying anthropogenic (human-caused) climate change has political and economic origins. *Few members of the public are firm climate change deniers (<5%) or acceptors (<15%). Most people’s opinions are flexible and change with context. *The strongest single predictor of climate change denial is environmental apathy (not caring about environmental issues in general). *Climate change denial has been associated with ideological factors like freemarket ideology and hierarchical-individualist values, and psychological factors like sense of self-efficacy. *Factors affecting actions on climate change include journalistic over-representation of conflict, spread of mistrust of climate science, and structural inequality in policy making. *The human burden of the effects of climate change and related forms of environmental degradation is unequally distributed.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
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Climate Background
arth’s climate has changed in the past, primarily due to changes in the shape of Earth’s orbit, the “wobble” of Earth’s axis, and the amount of tilt of the axis. Other factors such as plate tectonics and ocean circulation also likely played a role. Beginning in the 1900’s human activities drastically increased the amount of carbon dioxide in the atmosphere. Carbon dioxide
(along with water vapor and methane) are naturally occurring gases in the atmosphere that do not absorb in-coming short wave radiation from the sun, but do absorb and re-radiate long wave radiation back to Earth’s surface. Increases in greenhouse gases intensify the greenhouse effect, leading to an increase in the surface temperatures on Earth.
Readings
Intergovernmental Panel on Climate Change 2007 Report, Frequently Asked Questions (IPCC2007_FAQ.pdf) (additional material can be found at the IPCC website)
Schematic view of the components of the climate system, their processes and interactions from IPCC2007_FAQ
Discussion Questions
What is the evidence that Earth’s climate is warming? What is the evidence that increases in atmospheric carbon dioxide are causing warming? What are other consequences (besides temperature increase) of climate change? What is the evidence that increases in atmospheric carbon dioxide are caused by human activity?
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Biology Background
Changes in temperature and precipitation regimes impact an organismâ&#x20AC;&#x2122;s ability to survive in a particular environment. To deal with a changing climate organisms may change their distribution (shift to a more favorable climate), adapt to the new climate, or go extinct. Adaptations may include changing timing of reproductive or other life history events, changes in body size, or other physical changes. Scientists study how species have responded to natural climate change in the distant past as well as how species are responding to contemporary climate change. Scientists are uncertain exactly how many species will respond.
Readings
Parmesan, C. & G. Yohe. 2003. A globally coherent fingerprint of climate change impacts across natural systems. Bellard, C. et al. 2012. Impacts of climate change on the future of biodiversity. Myers, P., et al. 2009. Climate-induced changes in the small mammal communities of the Northern Great Lakes Region.
Discussion Questions What impact is climate change having on biodiversity? Are all species anticipated to respond to climate change in similar ways? What is the evidence for species responding to climate change? What role do natural history collections play in studying biological responses to climate change?
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Sociology Background
The creators of the posters in the examples are well-meaning, but there has also been an effort by interested parties to spread misinformation and distrust about climate change, much like tobacco companies and cancer research. Nevertheless, the academic and professional science foundations of nearly every nation are in agreement on the reality of anthropogeninc climate change and 247 countries have signed or ratified the Kyoto Protocol (the United States has not). The claim that people don’t believe in climate change because they don’t have access to information has been disproven. Major demographic variables like race, sex, socio-econom-
ic class, political party, and religion are very wealky correlated to climate change belief, but idological variables like positions on market regualtion are much better predictors. Media coverage of climate change has been studied in many ways in many countries but its effects are complex and not straightforward. Environmental struggles are also political and increased resource stress will intensify existing social injustice. Globally and locally, environmental burdens like disease, waste disposal, and lack of access to fertile land and other natural resources are already diverted to the living spaces of the poorest, most exploited people.
Discussion Questions
Readings
Discuss the power struggle between the scientific community and powerful political and celebrity influences. Whose voices are not being heard in the public discussion of global warming and its effects? How can we listen to them and show solidarity for their issues and rights without taking over? Along what lines are environmental burduns unequally distributed now, and how might it be in 20 or 50 years from now?
Political History of “Global Warming” Oreskes, Naomi, Erik M. Conway, and Matthew Shindell. From Chicken Little to Dr. Panglossi: William Nierenberg, Global Warming, and the Social Deconstruction of Scientific Knowledge. Causes of Climate Change Denial Heath, Yuko, and Robert Gifford. Free-Market Ideology and Environmental Degredatation: The case of belief in global climate change.
Environmental Justice Sharife, Khadija, and Patrick bond. False Solutions to Climate Crisis Amplify Eco-Injustices.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Art Background Art Background U-N-F-O-L-D
Readings
Portrait of an Artist as a Climate Activist Cape Farewell - Art & Climate Change Art and Climate The Rise of Climate Change Art
Discussion Questions
What do we know about historical climate based on art? Do you think art can effectively communicate about climate change? Why or why not?
Communicating about Climate Change
People are more likely to act on local and immediate climate change concerns than global and distant ones. The stronger their attachment to their local area, the more this is true. Increasing peopleâ&#x20AC;&#x2122;s awareness of mortality makes them defend their existing ideologies more agressively. So dire warnings may influence convinced people to take action but may not be effective in changing opinions. Low self-efficacy is a huge barrier to action and acceptance of climate change, and most people, regardless of belief in climate change, respond with less skepticism to optimistic messages about possible solutions, than to doomsday predictions that are unaviodable.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
ARCTOS Natural History Database Activity
Click in the window below to watch a tutorial on Arctos
Assignment Details
Based on the background readings and discussion, students will choose one topic related to climate change and create a poster on that topic, similar to the ones in the beginning of the module, but more accurate. Students will use the knowledge they have gained from this module, plus anything they might learn independently. Students are encouraged to use natural history collections for ideas and data. Posters will be assessed on their visual discussion of climate change concepts, but artistic skills will not be asssessed unless appropriate for the class (such as a part of a studio arts course). The final poster should include a short artists statement, including the studentâ&#x20AC;&#x2122;s intended audience and how they have targeted that group. Posters may be construted in any media, and the class may decide whether they wish to set a standard size.
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Example poster by Julia Anderson
by Julia Anderson, Kayce Bell, Xiangyun Chen
Spring 2012
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University of New Mexico Climate Change Dispersion Module
Alice, Smeets. Cite Soleil. Digital image. Http://www.spiegel.de. Spiegel Online, 19 Dec. 2008. Web. 6 May 2012. Heath, Yuko, and Robert Gifford. “Free-Market Ideology and Environmental Degradation : The Case of Belief in Global Climate Change.” Environment and Behavior 38.48 (2006): 48-71. Sage Publications. Web. 10 Dec. 2011. Hulme, Mike, and John Turnpenny. “Understanding and Managing Climate Change: The UK Experience.” The Geographical Journal, Environment and Development in the UK 170.2 (2004): 105-15. JSTOR. Web. 10 Dec. 2011. Joireman, Jeff, Heather Barnes Truelove, and Blythe Duell. “Effect of Outdoor Temperature, Heat Primes and Anchoring on Belief in Global Warming.” Journal of Environmental Psychology 30 (2010): 358-87. ScienceDirect. Web. 10 Dec. 2011. Oreskes, Naomi, Erik M. Conway, and Matthew Shindell. “From Chicken Little to Dr. Pangloss: William Nierenberg, Global Warming, and the Social Deconstruction of Scientific Knowledge.” Historical Studies in the Natural Sciences 38.1 (2008): 109-52. JSTOR. Web. 10 Dec. 2011. Ryghaug, Marianne, Knut Holtan, and Robert Naess. “Making Sense of Global Warming: Norwegians Appropriating Knowledge of Anthropogenic Climate Change.” Public Understanding of Science 20.6 (2010): 778-95. Sage Publications. Web. 10 Dec. 2011. Scannell, Leila, and Robert Gifford. “Personally Relevant Climate Change: The Role of Place Attachmentand Local Versus Global Message Framing in Engagement.” Environment and Behavior (2011): 1-26. Sage Publications. Web. 10 Dec. 2011. Sharife, Khadija, and Patrick Bond. “False Solutions to Climate Crisis Amplify Eco-injustices.” Women in Action 2 (2009): 96-101. GenderWatch. Web. 6 May 2012. <http://libproxy.unm.edu/login?url=http://search. proquest.com.libproxy.unm.edu/docview/233368262?accountid=14613>.
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