Extreme Environments : An Educational Framework for Arts-Based Field Research

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

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Original languageEnglish
Pages (from-to)583-609
Journal / PublicationSocial Science Information
Issue number4
Online published11 Nov 2021
Publication statusPublished - 1 Dec 2021


Field station research locations offer scientists isolation and immersion for more precise statistical analysis of climate change and environmental damage. As more art/science initiatives develop in academia, art students are gaining access to difficult scientific research sites and using the experience to fuel creative strategies. The methodology for offering a course that taps these into possibilities for the teaching of creativity remains little explored. Through a case study at the School of Creative Media in Hong Kong, this paper examines how student expeditions that work adjacent to environmental scientists in extreme environments can be used for the teaching of creativity and artistic process as well as informing a larger public on climate issues.

The structure of the program with detailed descriptions of sequenced proficiencies is presented. Both pedagogical philosophy and logistic issues will be discussed through the set-up and organizational structure of the course, the variety of teaching materials, assignments, dissemination and finally the exhibition and impact of the students’ work. Using scientific resources with the goal of artistic interpretation, the pedagogy is designed to respond to the emerging potential of digital technologies in creative media. The results, both for the students and the public, demonstrate multimodal approaches that offer broader possibilities for learning and outreach that are both scalable and transferable.

Research Area(s)

  • Art/Science Initiatives, blended learning, expeditionary learning, experiential learning, immersion pedagogy, interdisciplinary education