This document describes a lesson on environmental protection of Lake Pamvotida that uses the method of "transformative learning through aesthetic experience." The lesson utilizes artworks and critical reflection to help students develop a more positive attitude towards environmental protection. It begins with students expressing initial negative views of the human relationship with the lake. Through guided discussion and analysis of paintings depicting the lake historically and presently, students' views are enriched as they realize humans have damaged the lake but can improve stewardship. The lesson achieves its goals of engaging students in critical thinking about environmental responsibility and suggesting actions like cleaning the shoreline.

1. The Pamvotida Lake through art

2. INTRODUCTION
When we teach adult learners we mainly use
active techniques (enriched presentation,
brainstorming, group work, discussion, role play,
educational trips, etc.) in order for them to
efficiently acquire knowledge, attitudes and skills.
During the last three years in our School we also
utilize a method related to the use of art in
teaching. It is the method of A. Kokkos*
"Transformative learning through the aesthetic
experience."
Α. Κokkos, Professor In the Greek Open University and Chairman of the Scientific Union for Adult Education.

3. What is this method?
It is a method that correlates the content of
works of art with the content (curriculum) of the
subjects that students or adults are studying
with the aim of developing critical and creative
skills.

4. The systematic observation of works of art aims
not only to develop knowledge, skills and attitudes
but engages learners in a process of critical
reflection that through a systematic way of
thinking helps people challenge assumptions that
they have embraced through socialization and take
for granted, and which are often dysfunctional in
our daily life.
Great works of art from painting, sculpture,
photography, literature, poetry, theater, film,
dance and music are used.

5. It consists of 6 stages
1. Investigation of the need for critical reflection
2. The participants expressed their opinions
3. Definition of the views that will be considered
4. Selection of artworks
5. Critical reflection through the aesthetic experience
6. Reassessment of the assumptions
Method: "Transformative learning through
the aesthetic experience." (Α. Κokkos)

6. Our lesson
Subject: Environmental Literacy

7. Lesson using the method of
«the transformative learning through the
aesthetic experience».
SUBJECT: Environmental protection
οf the Pamvotida lake
2nd grade. Number of students: 18
duration: 3 hours

8. EDUCATIONAL OBJECTIVES
Trainees are encouraged to:
1. approach the issue of environmental protection of the
Pamvotida Lake through art
2. realise the responsibility of man about the protection of
the lake.
3. understand that the relationship of modern man with
the lake and generally with the natural environment is
primarily negative.
4. realize that man can develop positive relationship with
the natural environment and to suggest ways to protect it.

9. EDUCATIONAL TECHNIQUES-METHODS
• Guided discussion.
• Group work.
• Elaboration of Artwork (use of art).
• Αnalysis of works of art according to the model of
Perkins

10. First stage: Exploring the need for critical
approach.
TRIGGER
• The lake is typical of the city of Ioannina
• The Second Chance School is almost beside the Lake
• Pamvotis (according to the dictionary), is the female form of
“pamvotor” or “pamvotir” and it means "feeding everything" It is
considered a Homeric word.
THE NEED FOR CRITICAL APPROACH
«Do you think that nowadays the lake nourishes everything?»
• Awareness of our personal responsibility about the protection of
the lake.
• Alternative ways to combat contamination of the Lake

11. Second stage: Expression of the views of students
(writing texts into groups)
Question - Trigger:
Learners were initially asked:
"What is in your opinion the relationship that is developed
between the man and the lake and the natural
environment in general?"
Indicative answer of Group 1
"People nowadays do not have a good relationship with
the lake. The contaminate it. Today the Lake smells, has
mosquitoes and is green. It is not the lake it used to be. Its
water is not clean because the wastewater of the city ends
in it and has destroyed it. Many families lived on fishing.
Now there are few fishermen.”

12. Third stage: Definition of the views and
questions to be discussed.
ADDITIONAL SUBJECTS:
From the trainees' texts the following subjects emerged for
discussion.
• The negative effects of the lake pollution
• The need to protect the lake
CRITICAL QUESTIONS:
Α) Why do people continue to destroy the lake, despite knowing
that it is negative?
Β) Has the man a real benefit from contaminating it?
C). Do you think that man could have a better attitude towards
the lake?

13. Stage 4: a) Selection of artworks and b)
correlating them with the critical questions
(Artworks are selected as triggers to discuss critical
questions. The meaning of artworks associated with the
content of the review questions)
Trainees were presented with four paintings without their
title and artist name in order to choose two of them to be
studied.

19. The following artworks were selected:
«Fishermen», a painting by Kenan Mesare, (1889-1965)
«Untitled»,a painting by N. Chouliara, 1974

20. Fifth stage: Processing of artworks using the basic
stages of the model of Perkins and connection to the
critical questions:
• Step 1: introductory observation. (What do you see?, What
does it make you wonder;)
• Step 2: broad observation. (Are there are surprises in the
artwork? Are there any symbolisms and what feelings does it
provoke?
• Step 3: detailed observation. (What would you like to
investigate? What else struck you and which elements give the
artwork intensity? Search more about the role of colours,
shapes, lines, symbols, composition of elements.
• Step 4: review process (reflect on the artwork as a whole.
Based on what you have already noticed: What conclusions do
you draw about the artwork? What is its message? What does
it want to convey?

21. Step 3: detailed observation. (What would you like to investigate?
What else struck you and which elements give the artwork intensity?
Search more about the role of colours, shapes, lines, symbols,
composition of elements.
Artwork A
Connected boats. Cooperation - company, vivid colors, mirage, a lot
of light, purity like a mirror, we would like to be there.
Artwork B
The green is dead, dirty water, the hut is illuminated on the hill,
institutional building, dividing lines, before and after, dark emotions,
the residential part is dark, and there is little light - a gradient of
green, the dividing line defines time, there is no activity., after the
embankment something illuminates like the blue sky – a given
perspective, the mystery lake with hymns, songs and beliefs.
Indicative answers at the 5th stage

22. Step 4: review process (reflect on the artwork as a whole.
Based on what you have already noticed: What
conclusions do you draw about the artwork? What is its
message? What does it want to convey?
Artwork A
It shows a clean lake as it was in the past, the human
presence in the lake, the main occupation of the people
was fishing, cooperation between them, their healthy way
of eating. A beautiful lake as we would like it to be today.
Artwork B
Contamination of the lake, wilderness, mystery, but there
is hope, it depends on us whether we make the lake as in
the past.
Indicative answers at the 5th stage

23. Sixth stage: Reevaluation of initial assumptions
and their enrichment
Rewriting a text on the subject of the 2nd stage and its enrichment with their
observations.
«What is in your opinion the relationship that man develops with the lake and
hence the natural environment?»
Sample: Team A
« Today the lake does not nourish everything like in the past. It is not as it used
to be. People drank water from the lake once. The swam in it because the
water was clean. They hunted. They watered crops from the lake. The famous
leather processors washed leathers in it. There are no longer leather
processors. There used to be many fishermen. Today we have destroyed the
lake. We have not learned to respect nature. The State does not do anything.
The greatest responsibility is ours. We prefer easy profit. There are bars around
the lake. We are ignorant of the consequences of contamination of the lake. It
is a matter of education. Experts must carry out controls and the managing
authority of the lake has to be more active . We can do a lot. We must all care
about that».

24. Comparison of initial and final response of all groups of students
Initial response:
"Man today has no good relationship with the lake. It contaminates it all the
time. Today the Lake smells, has mosquitoes and is green. It is not the lake it
used to be. The water is not clear because the wastewater of the city ends in it
and has polluted it. Many families used to live on fishing. Now there are few
fishermen.”
Final response:
“Today the lake does not nourish everything like in the past. It is not as it used to be.
People drank water from the lake once. The swam in it because the water was
clean. They hunted. They watered crops from the lake. The famous leather
processors washed leathers in it. There are no longer leather processors. There used
to be many fishermen. Today we have destroyed the lake. We have not learned to
respect nature. The State does not do anything. The greatest responsibility is ours.
We prefer easy profit. There are bars around the lake. We are ignorant of the
consequences of contamination of the lake. It is a matter of education. Experts must
carry out controls and the managing authority of the lake has to be more active .
We can do a lot. We must all care about that.”

25. At the end of the lesson the process is evaluated by the whole team and
emotions are expressed.
We observe that at the end of the process, the views of the trainees on
the subject had been enriched sufficiently in a critical and creative
way. They undertook an initiative: to propose to the whole school to
go and clean the shores of the Lake.
So the objectives set at the at the beginning of the instruction were
achieved.
Trainees
• approached the issue of the environment of the lake through paintings
and stressed the responsibility of the man for the contamination.
• realized the impact of the environmental pollution of the lake
(decreased fish bad smell of the Lake, potential health hazard etc.)
• realized that man may raise awareness through education and develop a
positive attitude and suggested ways of improvement (students and
themselves to clean the shore etc)

26. Art plays an important role in enhancing imagination and
emotion. It urges us to approach issues holistically, to seek
causes and results, to document our views, to use alternative
perspectives, to cultivate empathy and connect thought with
practice.

27. Thank you!