ENV 101
Wednesday 11 February
Developing an Arts Aided
“Eco-Ethic”
Ø
Finish
discussion of how an ethical worldview helps one view the environment…
Ø
WHY
IS STUDYING THE ARTS the best place to begin to learn about environmental issues?
Ø
How
does critiquing the arts help us develop our environmental ethic?
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How
Did Leopold help us understand the arts through A Sand County Almanac?
Ø
What’s
Happening in ANWR?
Administrative Items
· FIRST PROJECT DUE NOW,
Please.
· Finalize Oral presentation
Schedule
· What is NEW AND GROOVY IN ENVIRONMENTAL STUDIES?
I. Environmental Ethics - Creating a Worldview – “Tools for Building a Better World” and “Scenarios”
***THE
ECOSPHERE***
What
is the Ecosphere?
Does
it have intrinsic value or do you give it instrumentality?
What
does the ecosphere represent? What
scenario does it represent
II. THE ARTS and THE ENVIRONMENT
Ø
PLEASE TAKE A FEW MOMENTS TO FIND A WEB SITE REPRESENTING
YOUR ARTS PROJECT ON YOUR SCREEEN – THEN WE WILL “Tour” your museum.
Ø
WEB
SITES – Music, Painting, Theatre, Performance Art
Ø
HOW
DO THE ARTS AND ENVIRONMENT RELATE?
1. History
2. Medium
3. Message
4. Activism
·
Leopold’s
Worldview…HIS LANDSCAPE? (Places,
Actions, Experiences)
·
PART
I
1. What was the setting for Part I, and what does that setting help
us “see”?
2. What were the most
meaningful/vivid sketches of Leopold’s description of nature from January –June? Why?
3. Can you recall a natural
space that made a strong personal impression on you?
4. What does an Oak Tree, a Dancing Bird, or 65290 do to help
Leopold (or us) gain insights from nature?
5. What did Leopold do in October that might seem at odds to an
ideal of being one with nature? What is
your reaction to Leopold’s Fall activity?
·
PART
II – Thinking Like a Mountain
1. What places (states?) did Leopold visit or write about in this
section?
2. What does the Mountain represent?
3. How do we “think” like a mountain?
4. What happens (in Leopold’s eyes) if we do NOT think like a
mountain?
5.
6.
·
PART
III – Country
1. What is the difference b/t
land and country?
2. How does education help us
with environmental issues, according to Leopold?
3.
HOW WAS Leopold’s
Biodiversity discussed…
Polaris, ANWR and Forest Issues:
Biomes – similar terrestrial ecosystems spread out over the planet.
Tundra
Boreal Coniferous
Forest
Temperate
Deciduous and Coniferous Forest
Mediterranean
Scrub and Woodland
Temperate
Grassland
Desert and
semi-arid communities
Tropical savanna
woodlands
Tropical woodland
and thornscrub
Tropical rain
forest
Tropical deciduous
forest
Montane
Communities
Food Chains and Food Webs - Linear v. Nonlinear
Mutualism >>> Commensalism >>> Predation >>> Competition (Intra or Inter)
lichen/fungi orchid/tree herbivore/carnivore/parasitism
INCREASING COMPLEXITY OF RELATIONSHIPS AMONG SPECIES…and their actions
The 49th
State – State Flag – The Big Dipper and the North Star
What should be
done with sensitive biomes and/or ecosystems?
ANWR
II. Forest Environments
Wilderness and Tundra
Cold, Treeless, Permafrost, HIGH ENERGY VARIANTS
Permafrost
Powering
Up In June
Wilderness and Tropical Forests
Lowland Forest versus Upland Forest
Lowland Forests = Closed and
Open
Closed – Tropical Rain and
Tropical Moist Forests
Open – Tropical Dry Forests
and Tree Plantations
Upland – Unclassified
Forests - Clouds
WATER ISSUES and SOIL ISSUES
What should be done
with sensitive biomes and/or ecosystems?
ANWR
Arctic National Wildlife
Refuge
1. What are some of the species (besides humans) that are part of ANWR?
2. What is “ten-oh-two” (or Section 1002)?
3. What are some of the other media (water, soil, air) issues that are part of the ANWR story?
4. Who are some of the actors (groups, individuals) involved in the determining what happens in ANWR?
Carbiou Calving Areas
Other ANWR Caribou information