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An ecosystem is a geographic area and habitat for various living things, including plants, animals, and other species. The ecosystem can be either balanced or imbalanced and is usually analyzed as an art or a science. Generally, while art focuses on the observations and readings on biodiversity, science delves into the dependency of the species on one another and their environment, including flora and fauna.
In the video, Ms. Pippen leads a conversation with her students about the examination of the oval basin. Ms. Pippen outlines the main purpose of this learning objective based on observations of a work of art, an oval basin made in the 16th century by Bernard Pallissy (Getty Museum, 2015, 00:52-01:10). Moreover, Ms. Pippen inquires about the meaning of the word “balance” from the children. Even though some students respond differently, Daniel makes the case that it should be equally distributed on both sides (Getty Museum, 2015, 01:30-01:55). Simultaneously, another pupil asserts that it should be the same for classwork and homework.
Additionally, Ms. Pippen presents an oval basin diagram to the students, asking them to analyze it from an ecosystem’s perspective and determine the producers. The pupils describe the differences between primary, secondary, and tertiary consumers (Getty Museum, 2015, 03:05-04:10). Ms. Pippin reminds them of decomposers and inquiries about the ecosystem since all the characteristics in the diagram appear to originate from the same habitat. Moreover, she queries the children about the ecosystem’s balance or unbalances. Although the learners offer various arguments supporting their responses, most accept the imbalance. Essentially, it is undeniably true from a scientific perspective that the ecosystem was unbalanced due to additional secondary consumers (Getty Museum, 2015, 04:50-06:48). As a result, Ms. Pippen asks the students to create a new oval basin using species from the kelp forest.
Ms. Pippen connects the concept of balance to art and science by discussing the delicate balance to which human beings contribute. Online resources for the art abound, including enlightening readings on biodiversity and ecosystem components that have assisted students in understanding the background of web variables and how they interact with one another. Learners explore a balanced environment where they must synthesize the information to create art. Pupils agreed that the ecosystem was unbalanced after identifying the species and examining the specifics of how they depended on one another (Getty Museum, 2015, 00:20-06:30). Generally, it was undeniable that the ecosystem was unbalanced because the environment had more secondary consumers.
Studying or analyzing art improves students’ understanding of the ecosystem as they are motivated to digest the information, which pushes them to reflect and question. Through that investigation, students can carefully research the scientific standards and what constitutes a healthy balanced ecosystem (Getty Museum, 2015, 00:20-00:40). The learning goals as well require students to make assertions about the ecosystem in light of an artwork. Students can also choose from various courses in the visual arts that teach them to all types of art and media. Students work together to develop projects that are shared with the entire class.
In brief, science investigates the interdependence of the species on one another and their habitat, including flora and fauna, whereas art focuses on observations and interpretations of biodiversity. Educators usually emphasize the study of the ecosystem as an art. Students who analyze art can better comprehend the environment because they are compelled to process the material, which prompts them to think critically and ask questions.
Reference
Getty Museum. (2015). Studying balance in art and science[Video]. YouTube. Web.
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