---------------------------------------------------------------------------- ####### ######## ######## ########### ### ### ## ### ## # ### # Interpersonal Computing and ### ### ## ### ## ### Technology: ### ### ## ### ### An Electronic Journal for ### ######## ### ### the 21st Century ### ### ### ### ### ### ### ## ### ISSN: 1064-4326 ### ### ### ## ### October, 1993 ####### ### ######## ### Volume 1, Number 4 ------------------------------------------------------------------ Published by the Center for Teaching and Technology, Academic Computer Center, Georgetown University, Washington, DC Additional support provided by the Center for Academic Computing, The Pennsylvania State University, University Park, PA 16802 This article is archived as FROMME IPCTV1N4 on LISTSERV@GUVM ---------------------------------------------------------------- "PROJECT ECOLOGY": AN INTERNATIONAL EXCHANGE OF STUDENT ART by Robert Alexander Fromme I. WHAT HAPPENED Late in the 1992-93 school year, my young artists at Salado Middle School, East Central I.S.D., San Antonio, Texas were involved in a wonderful international ecology art exchange involving participants from 9 schools in 5 countries (see list in Chart 1). This super project was the brain-child of four high school teachers, Tadao Kawasaki and Mitsuru Takahashi of Katsuta, Japan and middle school teachers, Sheldon Smith and Mike Lang, of Atascadero, California. Using the connections of the Internet, an e-mail search went out requesting participants for the event. Schools around the globe were soon requesting to be linked into the project. A multiple mailing list was developed and maintained by Sheldon Smith to quickly contact all of the participants with news on project developments. The list of contacts on Sheldon's computer gave our venture a simple but effective central organization. His computer and list became a tool for voicing and solving problems. The power and creative potential of e-mail left a strong impression on me as 'Project Ecology' evolved. I tried to anticipate future problems before they arose and one question in my mind prompted e-mail to Sheldon. An anxious query about the added weight and shipping costs if borders (matts) were added to the art before they were sent found a quick, cost saving suggestion from Sheldon to all participants. The works were to be sent without the additional weight and the problem had been solved in minutes, and the solution relayed to participants all over the world. Several pages of ecology facts were prepared for my young artists because I wanted the children to understand how important the global problems are becoming. The children also needed to know that they could do something to teach others about the problems through their art works. Next, the ecology fact sheets were e-mailed to Sheldon. I thought perhaps Mike Lang might be able to save some of his own research time and use the fact sheets with his students. Sheldon e- mailed the material to all the participants, saving time and work for those teachers who were able to use the material with their classes. I later received e-mail from Tadao in Japan, mentioning that he passed my fact sheet on to Mitsuru and their students were using the information. I believe it was a challenge for some of the students to practice their English reading skills with it, but it was available and I am sure learning took place. The art students at my school worked very hard at their artwork, and, at the same time, they learned that another acre of rain forest burns every second; every day our world loses between 46 and 100 species and most of the pollution in our seas is not accidental. We encouraged the children to write about their choice of subject matter and content (the meaning of the work). The artists surveyed the large area of information on ecology and wrestled with the process of narrowing their choices down to arrive at a written and visual image. The art works for our project were created with the traditional media of drawing, painting, prints, collage and photography. Soon, the children were putting final touches on their creations and it was time to pack and ship the work. Each school was to send about one eight of the art to each of the other schools. Nine international ecology art exhibitions were created to be shown at their destinations. Looking back, I remember that my students were excited and energetic when this project gave them a chance to do something very positive for our global future. Typical learning experience frequently involve repetition, practice, and 'busy work'. With 'Project Ecology' the children jumped at the chance to use their skills to do something "real" for global survival. I began working in the public school after twenty years of experience as a professional artist and college educator. The past four years have become a rich extension for my own education. Students in the middle school are trying to discover who they are and what they can become. Those of us who work with them soon discover that they define themselves by those positive and\or negative undertakings which come to their lives. I saw young people growing in very wonderful ways as they became involved in 'Project Ecology'. I am confident that more than one of those young artists have a clearer and more affirmative definition of themselves after participation in the event. The images reflected in their mirrors, and minds, are those of more confident young people, individuals one who can think and work creatively to have a positive influence in our world. II. What Would Have Made It Better. Several suggestions to improve our next 'Project Ecology' can be considered. The success of this event should be communicated throughout the world, to insure future involvement of more student artists from additional countries. As more schools come on-line, cells or groups of approximately ten schools distributed around the globe can be connected to insure varied international exchanges with functional organization, effective communication and reasonable shipping costs. Many students are more comfortable working with the three- dimensional media (sculpture, ceramics, weaving, etc.). Photographs of these projects can be included in the exchange without the physical limitations of mass and weight. A phase of student research could be included in the early weeks. Local information on ecology which is collected by the students could be e-mailed to the other participants before art work begins. Science classes could become involved in helping with this first stage. Our intent was to involve each participant writing about their work. The power of the written word in support of the visual works renders many of the pieces more effective. 'Project Ecology' comes together with many people from many lands looking at the art and learning about ecology from the children. The exhibition stage of the event will be most effective if the visual work and the written statements are shown together. Even when the calligraphy may seem very strange and the language looks very different to that of the viewer, the mystery of another young artist's culture adds to the wonderful new emotions of friendship which come from children working together in the global village on a project of world-wide dimension. On-line reports, newspaper clipping and photographs of exhibitions should be exchanged after the exhibitions begin to go up. This will strengthen the positive self-concepts of the children and generate greater interest and support in the communities where the children live. A database of international e-mail addresses should be developed to provide future contact and communications support for the growth of this and related events involving schools around the world. A method of sharing shipping costs can be devised to help schools that may not be able to afford the experience for their children. A reputable institution should be established for receipt, exchange and transfer of donations to third world schools with financial stress. III. What Potential There Is For The Future Recent estimates suggest that the traffic on the Internet has been growing by 10 percent per month and the expansion of our project can be expected to reflect these explosive developments. The potential for 'Project Ecology' suggests that hundreds of additional schools will link into the event and with the exchange will come an increase in global friendship, world peace and experience at working together. Positive global concepts which form in the minds of the participating children will be amplified in the affirmative global contributions of these individuals as adults. IV. How Others Might Participate In The Future Events The international Art exchange will happen again in October, 1993. It will be in the 'Academy One' calendar so other global telecomputing teachers will hear about the project. The event will also be advertised in KidSphere, KidLink, and other places with a focus on children. Numerous articles, books and on-line magazines have demonstrated an interest in this event, so others should learn of our success. You may send e-mail expressing your interest in 'Project Ecology' participation to Sheldon Smith , Tadao Kawasaki <76661.645@compuserve.com> or Robert Fromme / <71664.2532@compuserve.com>. ------------------------------------------------------------------ Chart 1. The Participants in 'Project Ecology' 1993 Schools Participating Children ------------------------------------------------------------------ AUSTRALIA Broadford Secondary College 25 (14-16 Yrs.) P.O. box 108 Broadford 3658 Victoria, Australia ------------------------------------------------------------------ CANADA Ancaster High & Vocational School 20 (14 Yrs.) 374 Jerseyville Road West Ancaster, Ontario, L9G 3K8 ------------------------------------------------------------------ JAPAN Katsuta High School 80 (16-17 Yrs.) 1458 Tarasaki Katsuta Ibaraki 312 ------------------------------------------------------------------ RUSSIA Obninsk College 40 (12-16 Yrs.) Russia 249020 Kaluga region Obninsk-1 box 152 ------------------------------------------------------------------ Ecology club "Baby" 25 (10-12 Yrs.) Russia, 152140 Pereslavl-Zalessky,ul. Sovetskaya,41 ------------------------------------------------------------------ USA Atascadero Junior High School 20 (13-14 Yrs.) 273 Chorro St. San Luis Obispo, CALIF 93405 ------------------------------------------------------------------- Cate School 31 (15-17 Yrs.) 1960 Cate Mesa Road Carpinteria, CALIF 93013 -------------------------------------------------------------------- DR. D.A. PERLY ELEM. SCHOOL 75 (14 Yrs.) Box. 9 Danville, WA 99121-0224 -------------------------------------------------------------------- East Central High School, Oak Crest Middle School, Salado Middle School, East Central I.S.D. 71 (12-18 Yrs.) 6634 New Sulphur Springs Rd. San Antonio, TX 78263-9701 ---------------------------------------------------------------- BIOGRAPHICAL NOTE: Robert Alexander Fromme (B.F.A.) Bethany College, Lindsborg, KS;( M.A.) Kansas State University, Manhattan, KS;( M.F.A.) The University of Texas at San Antonio, TX; VietNam Vet.; Artist-Craftsman for 20 years. Currently teaching 6th, 7th, and 8th grade Art at Salado Middle School, East Central I.S.D., San Antonio, TX; Adjunct faculty member at The Southwest Craft Center; Adjunct faculty member at Palo Alto College, San Antonio, TX Robert Alexander Fromme ------------------------------ Robert Fromme Salado Middle School / East Central I.S.D. rfromme@tenet.edu Adj. Fac. Palo Alto College / A.A.C.C.D. S.M.S. 210-648-3310 Adj. Fac. Southwest Craft Center Home 210-393-4176 San Antonio, TX ---------------------------------------------------------------------- Interpersonal Computing and Technology: An Electronic Journal for the 21st Century Copyright 1993 Georgetown University. Copyright of individual articles in this publication is retained by the individual authors. Copyright of the compilation as a whole is held by Georgetown University. It is asked that any republication of this article state that the article was first published in IPCT-J. Contributions to IPCT-J can be submitted by electronic mail in APA style to: Gerald Phillips, Editor IPCT-J GMP3@PSUVM.PSU.EDU