Textile Installations Inspired by Cubism for Biodiversity Sustainability Education

  • Gideon Owusu Manu Department of Industrial Art, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
  • Ebenezer Kofi Howard Department of Industrial Art, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
  • Dickson Adom Department of Educational Innovations in Science and Technology, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
  • Osafo Agyemang Department of Painting and Sculpture, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
Keywords: Biodiversity Conservation, Biodiversity Education, Cubism, Ghana, Textile Installation, Textile Art

Abstract

The study aimed at producing two textile installation projects inspired by the philosophical concepts and design characteristics of the cubism art movement to educate the Ghanaian populace on biodiversity conservation. This was in response to the call for multiple perspectives on the high biodiversity depletion in the country. The qualitative studio-based approach with Aesthetico-Action Research guided the production of the projects. Views from 26 study participants at the final exhibition of the projects were analyzed qualitatively to vouch for the suitability of the textile installation projects for biodiversity conservation education. The findings revealed that the textile installations instill intrinsic and aesthetic values that are ecocentric in viewers. These values motivate them to cultivate moral considerations for protecting biodiversity. The study concludes that the Ministry of Lands and Natural Resources in Ghana must liaise with textile installations artists in Ghana to produce biodiversity conservation projects to be used for educating the general public on the need to cherish and protect the biodiversity in Ghana.

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Published
2020-06-24
How to Cite
Manu, Gideon Owusu, Ebenezer Kofi Howard, Dickson Adom, and Osafo Agyemang. 2020. “Textile Installations Inspired by Cubism for Biodiversity Sustainability Education”. Journal of Urban Culture Research 20 (June), 54-68. https://doi.org/10.14456/jucr.2020.4.
Section
Articles