Anthropologist Lisa J. Lucero shares a talk she recorded specially for ClimateCultures, drawing on her extensive archaeological research into how ancient Maya culture adapted to environmental change, and whose non-anthropocentric cosmology can help us rethink our own worldview.
1,190 words: estimated reading time = 5 minutes + 42 minutes video
I have spent over 30 years studying the ancient Maya, and I have learned so much from the Maya, past and present. The book I am working on — Sacred Maya Forests, Ancient Environmentalism, and Our Future — shares what I have learned about the Maya world and the insights we can draw from that are relevant today.
Both the archaeological record and Maya foremen and field assistants (the guys), some of whom have worked with me for over 20 years, have taught me much about their way of life. I have seen their children grow, get married, and have children of their own. Even though I have been working in central Belize for decades, I still would never go into the jungle without the guys — Mother Nature only laughs at high tech toys. Nothing is better than their knowledge and experience. They not only help me teach students archaeology, but they also provide lots of the gear we need. They make ladders from trees for taking photos and for getting in and out of deep excavation pits. They also make unit stakes, screen racks and tables using branches and vines. To protect us and excavations from sun and rain, the guys use corozo leaf and logs to make palapas — open-sided dwellings with a thatched roof. Cleofo, a Mopan Maya and one of my foremen, uses bamboo to make tools to excavate human remains since they don’t scratch bones like metal tools do.
I only hope I get to go to Belize in May 2021 for a six-week field season. I have a three-year National Science Foundation Grant to fund a rescue archaeology project in recently cleared areas that have exposed hundreds of ancient Maya mounds/structures. There is so much more to learn.
A cosmology for sustainability
Together, the archaeological record and my Maya foremen and assistants provide the means to address major questions, the key ones being: how have the Maya been able to farm for 4,000 years without denuding the tropical landscape? What insights can we draw from the Maya that are relevant today? I begin addressing these questions in my presentation here, ‘Ancient Maya Environmentalism: A Cosmology of Conservation’, which you can watch below.
The Classic Maya (c. 250-900 CE) are famous for their jungle cities with temples, palaces, tombs, ballcourts, exquisitely carved monuments, inscribed jades, and painted ceramics. Maya farmers, who supported this urban system, lived before, during, and after the emergence and demise of Maya kings between c. 200 BCE and 900 CE because of how they lived, which itself was informed by their non-anthropocentric worldview. This worldview, a cosmology of conservation, resulted in sustainable practices and was expressed in their daily life — rituals, farming, hunting, forest management, socializing, etc. As a case study, I highlight the pilgrimage destination of Cara Blanca, Belize.
The traditional Maya worldview espouses that humans were one of many parts (animals, birds, trees, clouds, stone, earth, etc.) with mutual responsibilities to maintain the world they shared. Everything in Classic Maya society was animated and connected via souls. The Maya worked with nature, not against it. Nor did they attempt to control it. Such a view promoted biodiversity and conservation, allowing the Maya to feed more people in the pre-Columbian era than presently.
Adapting to a changing world
The Classic Maya lived in hundreds of cities, each with their own king, surrounded by rural farmsteads. This low-density agrarian urban system integrated water and agricultural systems, cities, farmsteads and communities, exchange networks, and resources. Rural farmers depended on city reservoirs during the annual five-month dry season — the agricultural downtime. Cities exerted a centripetal pull on rural Maya through markets, public ceremonies, and other large-scale public events — and the massive reservoirs. In turn, cities depended on the rural populace to fund the political economy in the form of labor, services (craft specialists, hunters, etc.), agricultural produce (e.g. maize, beans, manioc, squash, pineapple, tobacco, tomatoes, etc.), and forest resources (wood, fuel, construction materials, medicinal plants, chert, game, fruit, etc.).
The Maya relied on rainfall to nourish their fields and replenish reservoirs during the annual rainy season between about mid-June to mid-January. The relatively little surface water due to the porous limestone bedrock, topography (e.g. entrenched rivers), and dispersed resources discouraged large-scale irrigation systems. The Maya began building reservoirs in cities c. 100 BCE. A growing population resulted in increasingly larger and more sophisticated reservoirs (e.g. dams, channels, filtration, etc.). Urban planning and layout increasingly became interlinked with reservoir systems, creating anthropogenic landscapes still visible today. Further, maintaining reservoir water quality would have been crucial to curtail the presence of waterborne parasites and diseases, such as hepatic schistosomiasis, and the build-up of noxious elements such as nitrogen. The Maya kept water clean by creating wetland biospheres through the use of certain surface and subsurface plants, as well as aquatic life.
A series of prolonged droughts struck between c. 800 and 930 CE. When reservoir levels began dropping, water quality worsened and water plants died, along with Maya kingship. Maya abandoned kings and cities, dispersing out of the interior southern lowlands in all directions. While this response was drastic, it was an adaptive strategy — one that worked, as evidenced by the over seven million Maya currently living in Central America and elsewhere.
Maya farmers survived because they relied on sustainable agricultural practices and forest management, both designed within the constructs of their worldview. The insights I have gained from the archaeological record and my Maya crew are a roadmap for a more sustainable future for us all. By the end of my presentation, I hope to convince you rethinking how we view and interact with the world is the first step for a sustainable future.
Click on the screenshot below to view Lisa’s presentation.
Climate change dramatist Julia Marques looks to her recent experience directing a play about environmental crisis to ask how community and other positive features of amateur dramatics groups might offer us routes into addressing the climate emergency itself.
2,060 words: estimated reading time 8 minutes
“We need a director for our spring production. Julia, why don’t you direct an environmental play?”
And, as quickly as that, I was in charge of the next production of my local amateur dramatics group, the Beaufort Players in Ealing, West London.
I’m not sure I fully understood the task at hand when I accepted the job, as I have only ever directed one other production (which was not a full-length play) in a previous amateur arts society. It turns out that directing requires high levels of multi-tasking, including the ability to create posters, choose set colours, help source props, secure a sound and lighting team, write a piece for the programme and ensure your cast have adequate costumes and makeup. This is in addition to the stereotypical, but fairly accurate, job of telling actors where to go and how to deliver lines on stage.
I found the experience thrilling, stressful and rewarding in equal measure. You have the power and the responsibility to shape the play in whatever way you want, to interpret it how you see fit and to focus on what you want the audience to get from it. But, as the famous quotation says, “with great power comes great responsibility”, and directing is no exception. Everything is riding on your leadership and the decisions you make — the buck stops with you. However, it is also thrilling to have a whole team of people standing by you every step of the way, and I wholeheartedly believe that this is what amateur theatre groups do best — community. I have come to the realisation through this process of directing that I do truly think that amateur dramatics societies could be used as a model for community-building that could indeed help with the environmental situation we find ourselves in today.
A sense of community is a glorious thing; you feel supported and safe. You have people you can talk to (in this case, about where to find fake blood and whether we can emulate a flood on stage or not), people who share your sense of purpose and are with you till the bitter end! They share your vision and work with you to make it a reality — simply wonderful. Can you imagine if we used this dynamic to work towards a more Earth-centred way of living where we all supported each other through the transition and reached our goals together? What would that world look like?
Let’s look at some of the main elements of a local am dram group and how these could possibly form a community model for greater ecological sensibility.
‘The play’s the thing’
Common purpose — this is not a new idea, most societies are exactly that, a group of people with a shared interest. It’s what you do with this that counts. In an am dram group, you are a team and everyone pitches in and does a bit of everything. Very often, being in a play means not only acting but helping with the set, props, costume, hair and make-up, front of house, selling programmes and drinks, lighting, sound, prompting, directing, producing, designing and general moral support. I think the support offered in this sort of situation is invaluable. I have heard it said that members of amateur groups are often more dedicated than those in professional companies. This may be surprising as everyone is a volunteer — no one is getting paid. Perhaps this flexibility and willingness to help with whatever needs doing is the key. People are not stuck doing one job, they are actively encouraged to do as many as they can! This sense of freedom and the responsibility granted to people is empowering, and maybe that’s what we need for more environmental action. You are involved, empowered, active and purposeful. When people feel these sentiments then things really get moving.
There is a committee that meets regularly to discuss how the group is doing, made up of a chairperson, treasurer, secretary and some ordinary members. Tasks are divided up and reported on, productions discussed and minutes taken. Leadership is still needed but the group is carried by its members.
Small is beautiful — there are many am dram groups of varying sizes, but I think there is probably an optimal size for everyone to feel included in the group and to feel as though they are familiar enough with others in the group to feel comfortable there.
We work towards a production three times a year. Having an end goal motivates people, spurs them into action. You can’t underestimate that sense of achievement when the curtain opens and a fully-formed show spreads its wings to take flight. The thought, “I was part of making this happen”, is a powerful one.
In a previous post for ClimateCultures, I discussed the idea that theatre can provide us a ‘space for thought’. As part of an acting group, you have time together and time apart. This affords you both space to think and space to act. Previously, I had only focused on the audience members being afforded the space to think within the performance but this is true of those involved in the performance too. Let’s take the actor; they are given a script (much of the time) and direction but then they must also go and learn their lines by themselves and practise the actions they have rehearsed. Space to think individually and space to act communally. This space to think is important both for the audience and the cast and crew.
Could we combine these elements — common purpose, sense of inclusivity, familiarity, and working towards an end goal, being given responsibility and tasks to do, and creating both a communal and individual space for thought and action — to form enviro-action groups to increase our ecological connections?
Moving beyond business as usual
Back to the play. The one I finally settled on is The Children by Lucy Kirkwood. It was published and first performed in 2016 at the Royal Court Theatre in London. It revolves around three retired nuclear engineers who helped set up a plant on the east coast of England which has been damaged by a tidal wave before the play begins. Two of the characters are a married couple and the third is an old friend and colleague who appears unannounced at the start of the play. The reason she has come is not revealed until the middle, and I will not spoil it for those of you who wish to read or see it, but suffice it to say that she offers them a life-defining decision to change their ways or simply continue as before (‘business as usual’, I believe is the phrase).
HAZEL: How can anybody consciously moving towards death, I mean by their own design, possibly be happy?
This obviously echoes recent global events, and not only climate-change related ones. This is fairly insightful of Lucy Kirkwood, as she started writing the play years before it was published. It also really brings us face to face with the idea of generational responsibility, and asks us if we have the ability to consider future generations while making decisions today. This resonates with indigenous practices in which, as researcher Liz Hosken says, “indigenous leaders are also accountable to past, present and future generations”. This is an extremely difficult concept for many of us who are not part of an indigenous group to get our heads around, as we are such short-term thinkers usually. Considering anything more than simply one generation into the future is somewhat mind-blowing; what will that world even look like? We have no way of knowing for sure, but at least we can play our part in ensuring that it is a little better because we made it so.
ROSE: It’s a good thing though, isn’t it?
ROSE: Well. Learning to live with less.
ROBIN: Well you might have to.
The opinions flowing from the audience reflected my own feelings for the play — it’s a beautiful mixture of laughter, tears, playfulness and significance. Each section is thought-provoking in its own way. The choices the characters have to make are ones we ourselves are also being faced with. The play’s overall theme for me is how you value your life and the lives of others and what you are willing to sacrifice for them; what does selflessness really mean? Woven into this, Kirkwood adds inter-generational decision-making, guilt and responsibility, all contained within the four walls of the cottage kitchen and the three corners of a love triangle!
I think it would be almost impossible at this stage not to mention Extinction Rebellion. The group — eco-activists using civil disobedience and direct action — nearly reached their goal of two weeks of disruption in London earlier this year. Their actions started shortly after we had finished our play, which was unplanned I might add! Perhaps this is a new type of community that is forming to create environmental awareness and action. They certainly made an impact and managed to disrupt some of the central parts of the city.
ROSE: I do understand now, that for the world to you know completely fall apart, that we can’t have everything we want just because we want it.
Another model of community-based action is being enacted through the Transition Towns movement. As Liz Hosken says, “social movements such as Transition Towns in the industrialised countries are the beginning of the recognition of our need to reconnect with place in order to find identity, well-being and to learn once again how to live with ecological integrity, in compliance with the laws which inherently govern our lives”. In my local borough of Ealing, our Transition group has influenced the council to declare a Climate Emergency — before the UK parliament did so. Transition groups are community-led and really do work at the local level to inspire members to move towards an environmentally-focused way of being that is beneficial to all.
ROSE: You have the power to … you have a power. You have power.
My own vision is to have more people feel they are part of something, even if that is only a gardening group or a clean air petition: to feel as though they have a community. This is what the Beaufort Players have given me, and it really does help you feel happier and more purposeful, which is what we need when it comes to the environment. There is so much doom and gloom and we must move beyond that if we are to act with passion rather than stagnate in fear.
Just as with the characters on a stage, we must find our part to play in the ensemble of life.
You can read Julia’s previous post for ClimateCultures, Space for Thought, where she reflects on her research at that time for an MA in Climate Change: Culture, History, Society, and the role that theatre can play in opening up space for us to take in what climate change means for us.
You can read more about Transition Towns — and find transition groups and activities nearest to you — at Transition Network.
Extinction Rebellion has many local groups and resources on its site, and Culture Declares Emergency lists its signatories, including Royal Court Theatre — where The Children was first performed — and many other theatre and other cultural organisations. Royal Court’s Executive Producer Lucy Daviesis also a ClimateCultures Member and her post, Artists’ Climate Lab, describes a special week of creative activities she and others devised for artists working in London’s leading theatres.
Environmental artist Laura Donkers follows her initial post on eco-social art engagement with her experience as Visiting Doctoral Researcher, moving to Aotearoa New Zealand from July to November 2018 to expand her research by exploring Kaupapa Māori approaches.
1,600 words: estimated reading time 6.5 minutes
In her previous post, Laura introduced the form of eco-social art engagement she’s developed in Uist in Scotland’s Outer Hebrides, working with communities’ embodied knowledge to help develop climate literacy.
My research journey led me to undertake a period of research in Aotearoa New Zealand. It came about through a chance discussion with a New Zealand artist I had met while at a DRAWinternational artist residency in France. She introduced me to the research practice of Māori artist and scholar Dr Huhana Smith, who in the mid-2000s developed a PhD project at Kuku Beach, Palmerston North, working with her local tribe to reinstate the river, estuary and beach ecosystem according to traditional cultural principles. I was fascinated to read how the community had responded to the project, but also was intrigued to find out what the term Kaupapa Māori — literally ‘a Māori way’ — actually meant. I knew that Māori were the indigenous people of New Zealand, but was not really familiar with their culture of interconnectedness. However, it became apparent from further research that their understanding of their embeddedness in the natural world was similar to something I had recognised in the Uist community, but due to my own incapacities had felt unable to express.
Perhaps a greater knowledge of Kaupapa Māori might give my research the underpinning framework that I felt it was missing? So I expanded my project methodology and combined artistic methods with a modified version of Participatory Action Research that drew from Kaupapa Māori Theory, an academic approach that retrieves space for Māori voices and perspectives, particularly where it affords new perspective into community-led collective thinking and action. My hope is that by including Kaupapa Māori Theory my research can help other communities understand how to address issues of universal concern, such as climate change adaptation, and help restore an understanding of sustainable living.
Understanding Kaupapa Māori
I wanted to learn first-hand how Kaupapa Maori is realised in a community. Through university contacts, I approached Elam School of Art to propose a period of research. I met with the Head of the School and learned that Kaupapa Māori praxis underpins teaching and support of their students within the contemporary art framework. Given that I was a trained artist, I felt this would provide a context to experience Kaukapa Māori in an accessible way, and hoped to learn from practitioners, lecturers, and students how mutual trust, respect, reciprocity and kinship manifest in the art school situation.
Over the course of my five-month residency I came to appreciate that I was expecting much more than was possible from a relatively short period of research. Not least, my minimal understanding of the practice of Kaupapa Māori left me unable to articulate what I had hoped to find. And I had the feeling amongst the people that I spoke to that Kaukapa Māori was not really practised in the school in the way I had understood. However, the uncertainties that arose through my questioning slowly led to helpful suggestions of other outlets where I might find answers, and eventually I found my way to groups and individuals in the wider community who were able to share with me their experiences.
Meeting with weavers
I found the process of searching for points of contact and connection to be difficult and disheartening at times. Initial meetings with academics and practitioners were straightforward to arrange, but they did not seem to go anywhere. I often found the experience more like an interrogation than a discussion and it was hard to pin down whether I was speaking to someone who was interested in my research or just checking my motives. Follow-up discussions never materialised and this left me without the necessary dialogue to explore the subject of Kaupapa Māori in practice. It seemed that the more questions I asked the less clarity I gained, and I wondered how I could achieve the outcome of the research I was seeking. I had arranged to meet a renowned master weaver who was a friend of my supervisor but also, by chance, of a neighbour in Uist. I looked forward to this meeting but had no idea where it would lead.
We met at Auckland’s Memorial Museum where a number of master weavers were gathered in the ‘Te Awe’ Project Room. ‘Te Awe’ is a vast stock take and digitisation exercise being carried out by Auckland Museum to examine 10,000 Māori Taonga — highly prized objects or natural resources. The women had been selected from across the country for their supreme expertise and worked together to agree on specific definitions for the different techniques present in the Korowai (ceremonial cloak) laid before them.
They graciously came to greet me, and despite my ignorance, the gravitas of the occasion was palpable as I observed the reverent manner in which the Korowai were examined, and the quiet discussions amongst the weavers as they approached a consensus. And then it was time for tea, further discussion and an unexpected invitation to attend a marae (a communal and sacred meeting ground of Māori people) at the weekend, which I eagerly accepted.
This extraordinary encounter marked a turning point, and I went on to meet a myriad of people who welcomed me. Through quiet explanation and discussion, I slowly began to understand Kaukapa Māori in practice, and its comparability to practices I was all too familiar with from the years spent living in Uist. The gentle acknowledgement of each other’s rights through principles of mutual respect involving face to face encounter; looking, listening and then speaking; sharing and hosting; caution; and not trampling on the rights, personal prestige and character of each other.
‘What you need will come to you’
However, it was a phrase conveyed to me by an artist-weaver that most sums up my research journey in Aotearoa New Zealand. She recounted her experience of having to learn to overcome frustration as she developed her weaving skills by eventually accepting the premise of her weaving teacher that ‘what you need will come to you’. A simple mantra that perhaps all researchers should hold to — that over time and with a little humility you will find what you are looking for.
From our contemporary perspective, it can be difficult to trust that you will find what you need. Will there be time to allow that process to happen? How will you know this is what you needed? Is this a valid methodology?
An extraordinary opportunity opened up for me just as I was preparing to leave. I followed up a chance introduction at Auckland Council’s climate change workshops and was invited to meet with some of the team at the Kaipatiki Project to discuss potential ways of working together in the future.
As part of my SGSAH AHRC Creative Economies scholarship, I could propose an artist-in-resident placement with a non-academic institution, and the Kaipatiki Project’s regenerative approach to working with community and environment seemed to offer an ideal location. SGSAH accepted my proposal for a three-month artist residency, which would further develop my understanding of Kaupapa Maori Theory, this time at community organisation level.
So, for three months, I am exploring how my creative approach relates to and can contribute towards the organisation’s underpinning objective to help communities live more sustainably, and together we will develop ways to unleash the creativity of the community to identify opportunities to solve local environmental challenges.
I am just beginning this residency and am keeping a diary of my experiences. I’ll be happy to share these in future ClimateCultures posts!
I wish to thank my host Associate Professor Peter Shand, the tutors and students at Elam School of Art and other Professors at Auckland University who helped me on my way, as well as many other artists, weavers, practitioners, and members of community groups who listened, questioned and advised me during my all too brief sojourn in Aotearoa New Zealand. I would also like to take the opportunity to thank my funders Scottish Graduate School of Arts and Humanities for their Visiting Doctoral Researcher Award that made this visit possible.
DRAWinternational caters for fine artists, applied artists, musicians or writers in pursuit of new and dynamic form, in preparation for exhibition, publication or postgraduate qualification.
Dr Huhana Smith is a visual artist, curator and principal investigator in research who engages in major environmental, trans-disciplinary, kaupapa Māori and action-research projects. She is co-principal investigator for research that includes mātauranga Māori methods with sciences to actively address climate change concerns for coastal Māori lands in Horowhenua-Kāpiti. Huhana actively encourages the use of art and design’s visual systems combined in exhibitions, to expand how solutions might integrate complex issues and make solutions more accessible for local communities.
You can find out more about the principles and practice Kaupapa Māori research at the website of Katoa Ltd, a Māori – Indigenous research organisation.
‘Te Awe’ is a vast stock take and digitisation exercise being carried out by Auckland Museum
Kaipatiki Project has, since 1998, been inspiring communities to live sustainably by restoring local bush reserves with community and developing environmental education programmes for all ages.
An artist-researcher who develops interpretive and participatory positions within the community, contributes to eco-social actions, and creates interactive artworks to disseminate the community's embodied knowledge. Read More
Environmental artist Laura Donkers works with the embodied knowledge of communities, through a form of eco-social art engagement, to help develop climate literacy. Laura describes her approach and experience with local communities in Uist in Scotland’s Outer Hebrides.
2,300 words: estimated reading time 9 minutes + 6 minutes video
This is the first part of two, and in her next post Laura discusses her move to Aotearoa New Zealand to expand her research as part of her final year of a practice-led PhD at Duncan of Jordanstone College of Art & Design at Dundee University.
For the last thirty years, I have lived on the southern island chain in the Outer Hebrides, known as the Uists, where I work as a horticulturalist, artist and researcher. The population of fewer than 5,000 people is largely indigenous and is widely spread across several islands, with between four and fifteen people per square kilometre inhabiting small, close-knit townships of all occupations needed to sustain a community. The archipelago’s economic activities are reliant on the primary industries of tourism, crofting, fishing and weaving and dependent on the environment for continued livelihoods.
I feel I belong to this place; I both know and am known by my community. Without this social embeddedness, I could not have undertaken the sort of research I do, which relies on mutual trust and understanding, as well as a familiarity with the way that individuals and societies work at a local level. It’s a community that is interconnected across several planes of knowledge. Connected to the land, sea, seasons and with strong intergenerational and societal bonds, people exhibit a broad skills base extending across several identities; and, with shared spiritual connections and an interest in heritage and genealogy, people continue to pass knowledge on through generations.
It is natural then that I am interested in how eco-social art can be used strategically to promote sustainability in small island communities. Through the process of research for my PhD, I have come to understand that this is done best by working with the community’s own embodied knowledge, and I want to be able to show the importance of this.
My practice-led thesis aims to show that a specific set of knowledges accumulated through lived experience can help to improve ecological and social regeneration. My research reveals the role and value of this community embodied knowledge as a method for reengagement. Together with an eco-arts approach, this can bring local people, community organisations and national partners together into an open learning environment to develop ways of adapting to climate change.
Embodied knowledge, eco-social art
So what is community embodied knowledge?
I have found it to exist where people know each other through familial and experiential ties, are attached to their place/environment/land and utilise intergenerational knowledge to understand their own existence. It is also a practical form of wisdom, or practical reasoning, that is about individual ability to make good choices, based on understanding what is the right thing to do in the circumstances.
So, embodied knowledge helps us get to the deeper kinds of change that are needed at this time of climatic upheaval. When faced with challenges, practical rural-based people do not have it in their nature to just sit back and wait for others to act, but instead use their lived experience and inherited bank of knowledge to make decisions about what to do. However, in this new climatic regime, changes at a local level can be subtle (while still ultimately catastrophic) as they creep into everyday experience and become the new norm. While rural people are well placed to adapt to change, they share wider society’s lack of experience in understanding what irrevocable changes they will need to adapt to. In my opinion, it’s here that valuable reengagement opportunities lie, where ordinary practical people, local organisations and national bodies should come together and share knowledge and practices that may achieve solutions for local survivability.
And socially engaged art practice?
This is anchored in community-led development and uses art to draw the community into talking about and acting on social, political or environmental issues. It involves people and communities in debate, collaboration or social interaction, and this is, at some level, where the art lies. It is led by artists who recognise that the community is the expert in their own lives, and works with them to cultivate that understanding more widely.
So, place-making led by artists can revitalise communities: art and cultural activities involving local individuals and groups in collaborative activities with national organisations to develop meaningful public spaces where people can meet, celebrate and identify with each other. This kind of arts engagement can provide critical reflection and an alternative to the dominant social developmental discourse that can exclude the less vocal, less confident, less certain members of society, especially where historically these indigenous knowledges have been suppressed.
Many of the examples of this kind of ‘place-making’ are carried out by artists working in urban communities: Jeanne Van Heeswijk’s skills building projects develop the community’s capacity from ‘communication to construction’, to transform their roles into co-producers rather than merely consumers. However, I feel that the extensive productive capacities already present in rural communities require artists to take a different approach here.
A more rural approach begins with recognising the importance of the characteristics mentioned earlier regarding communities’ valuable interconnected knowledge and deep links to their places, and how they make use of their environments to sustain their livelihoods. So, finding a way to work that respects and upholds embodied knowledge is key to developing a good working relationship before even thinking of trying to shift mindsets for a changing climate. This is as much about showing the community the value of their own knowledge as it is about conveying how this form of knowledge can help other communities and wider society to re-think how to act locally elsewhere.
An example of my work is the Machair Art project. Machair is one of the rarest habitats in Europe: a fertile low lying grassy plain that only occurs on exposed western coasts of Scotland and Ireland. Machair Art was a collaboration between myself and artist Olwen Shone for the Conserving Scottish Machair LIFE+ project. It encompassed the year-long cycle of the machair in the form of four field trips to various crofting locations, exploring the themes of harvesting, seaweed, ploughing and wildlife. Students also attended drawing and photography sessions after school.
As part of my work combining embodied knowledge with eco-social art practice, therefore, I develop practical and theoretical engagements that rekindle old tacit knowledge and skills to help communities reimagine their places as ‘climate change prepared’. My eco-social arts activities centre on developing climate literacy through social, intergenerational activities and range from drawing and photography days-out, to long term strategies that establish community food growing sites. Planned actions, shared vision, co-intelligence and co-management strategies help build a deeper understanding and potential for assimilation into everyday life, with actions informed and underpinned by the local embodied knowledge of crofters and contractors, as well as local specialists and advisors.
Another short film I made, Tha Mi a Bruadair — I Have a Dream, shows the possibilities of rural education. In this case, through the Crofter Course run at the local high school, Sgoil Lionacleit, Isle of Benbecula, we engaged young people in land stewardship in their communities.
This video project was part of the ‘I Have a Dream’ Global Art, Farming and Peace project for Vancouver Biennale 2014-16, and was shown as part of Raising Farmers’ Voices for ArtCOP21 in Paris — an initiative by artist Shweta Bhattad, ‘Faith in Paris’.
Climate literacy: knowing and not knowing
A community’s embodied knowledge develops through its approach to change. While changes come about in all societies — alterations in population, climate, prices, policies, availability of healthcare, schools provision, and so on — tiny communities feel these much more acutely than larger populations. In places like Uist, they have learned that adaptation is always possible. There is no choice but to find a way to overcome challenges, and this produces resilient, adaptable people who can transform and sustain their lives as they need to.
The mindset of communities in places like Uist involves a very different experience of living than in the urban context. Understanding this means appreciating that these communities exist between knowing and not knowing. I will attempt to explain this and how I think my eco-social art abilities can work with these forms of knowledge to include climate literacy.
Rural knowledge is based on communities’ own capabilities to make and produce something to live from. Knowing the materials they require and how to access them calls on acute observational understanding and an ability to wait for the right signs. Counter to this runs not knowing whether they will achieve their goal this year. They cannot know for certain whether the materials (e.g. seaweed) will be available or sufficient, whether the right conditions (e.g. gales that bring the seaweed inshore) or signals (e.g. rainfall or lack) will appear, and finally whether these will enable the task (e.g. harvest) to be completed in time. Of course, they will achieve something of their aims, but they strive always with the hope that this year will be a good one that they can celebrate: that they can have some reserves, can feel a little satisfaction. This ability to live within these two states of knowing and not knowing comes through intergenerational knowledge, developing skills to source and make materials, and engaging deep durational and seasonal knowledge as well as acute capabilities to observe and to wait.
My eco-social arts process draws attention to wider issues of concern brought on by climate change and encourages reflexive reassessment via new thinking and doing that draw on the community’s existing materials, methods and processes. Our relationship develops through a collaborative process that respects existing knowledges and hierarchies, but introduces an alternative mindset that references climate change knowledge. While this is not at odds with a society dependent on the environment for its livelihoods, the way it is introduced needs sensitive handling in order for it to be considered rather than rejected. I occupy a different space, from another perspective, and can draw links to relevant information that can translate into local understanding.
Making space for climate conversations
I wish to activate and expand the potential of art as an agent of social intervention, community building, and cultural change. I have found the best way to do this is through an open-call process where participants self-nominate. What follows is built around close listening and dialogue and, importantly, showing this through projects that reference the participants’ experiences, concerns and ideas.
Essentially, what we create together is a space for the community to enter, influence and direct themselves. They start to have ‘climate conversations’ that make sense and lead on to transformative climate-aware actions that they take themselves. The artistic aspects help with visualisation and the creation of new spaces (e.g. Community Food Growing Hubs) to reconsider and reflect on recent local changes, whether increasing levels of social isolation, poor diet or mental health issues, as well as the potential climate change impacts of sea level rise, and increased food costs. The visualisations offer another view on the situation, enabling participants to see and hear themselves speaking and acting.
The creation of these spaces fits in with the community’s inherent qualities of knowing and not knowing. It feels true and believable, and sets parameters that are achievable and, in the end, self-determining.
Looking beyond the west
My work is about understanding mutuality through an artform that’s concerned with human interactions and social context acting in spaces of the everyday: negotiating the personal, social and political — in place. It’s about working with each other to gain new understandings of how to live in a changing world.
I contend that community embodied knowledge is a valuable resource that is not properly understood at present, and so cannot be truly valued. During my studies, I have come to appreciate something of the cultural disparities between the Western disregard for this knowledge and indigenous societies’ world views. These are based on interconnected environmental and spiritual values, and recognise human dependence on ecosystems and our influence on them through the use of land, water and air. As with the island community in Uist, this knowledge has come about through extended processes of observation and interpretation. But in non-western societies, the interconnected world view influences how they value their knowledge, affording a context for understanding from an embodied perspective that references the natural world, its materials, and conditions, in a natural state of co-existence.
To explore this point, I have been undertaking comparative research in Aotearoa New Zealand to gain perspective on the role indigenous communities with long-standing interconnected relationships with their natural environment can play in highlighting the importance of practical local knowledge. Māori see themselves as integral parts of ecosystems, and know that their basic necessities such as materials, health, good social relations, security, and freedom of choice and action are provided directly and indirectly by ecosystems. Knowledge of this interdependency supports their ability to care for their land and their people.
This part of my research — which I will turn to in my next post — focuses on learning how regenerative practices can influence the governance of resources and help to develop flourishing communities. And I am also looking at what maybe limits how we can transfer such a model to other places and contexts.
An artist-researcher who develops interpretive and participatory positions within the community, contributes to eco-social actions, and creates interactive artworks to disseminate the community's embodied knowledge. Read More
Royal Court Executive Producer Lucy Davies — a participant in Creative Climate Leadership training in 2017 — explores Artists’ Climate Lab, a special week of creative activities she and others devised for artists working in London’s leading theatres.
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It is September 10th and I am sitting on a bench in the 40-acre bio-dynamic grounds of Hawkwood College in Stroud, looking out over the Severn valley. Ten remarkable theatre artists are sitting around me. We are here for a week-long Climate Lab on art and creative activism, which I have been part of setting up.
Last October I was a participant on the Julie’s Bicycle / PiNA Creative Climate Leadership training in Slovenia. A week of intense enquiry, coaching, educating and bonding with activists, policy-makers, artists and cultural leaders from across the globe, its impact was deep on all of us. The dissemination and outputs have been many. Climate Lab is one of them.
I am the Executive Producer at the Royal Court Theatre in London — a theatre with a solid commitment to artistic climate programming. Recent ecologically-tilted plays include Ten Billion, 2071, Escaped Alone, X, Human Animals, The Children.
I have also spent the past four years as Chair of London Theatre Consortium, where the Executive Directors or Producers of 14 London theatres gather quarterly to drive collaborative working and sectoral change. Our collective work, particularly around carbon and energy reduction (working with Julie’s Bicycle) and on workforce development (through apprenticeships and Executive Fellowships), has been significant and game-changing.
There were three of us from LTC theatres in Slovenia on the Creative Climate Leadership week — myself, an Artistic Director (Ellen McDougall from the Gate) and a Creative Learning Practitioner and artist (Dan de la Motte Harrison from the Young Vic). In a long lunchtime walk through the trees and seas and caravans, we committed to running a week-long climate lab for theatre artists when we got home.
We asked each LTC Artistic Director to nominate an artist to send — we were seeking a broad representative pool of emerging / establishing theatre artists — and we would invite extraordinary artists making work in this field to come and feed their brains and inspire their practice.
The steering group had a series of wonderful, rigorous, effortless, ambitious meetings from January 2018, made a (successful) Arts Council application, and with the incredible support of Hawkwood College (a Centre for Future Thinking) and their Artists Residency Programme, the Climate Lab was a real thing.
Climate Lab: not a conference
The spirit of this gathering — which we hope is a pilot and will be repeated in 2019 — is to feed the brains of artists with other artists’ practice. Not a conference. Not a scientific training session. A way of engaging and connecting artists across disciplines to be tooled up, fired and inspired in their climate art, activism and production processes. We want to empower independent artists to have confidence in their values when engaging with institutions, and to have an impact on those institutions and audiences. We also wanted to pay them, get them into the woods, feed them and listen.
The nominated artists were: writer and theatre-maker Deborah Pearson; playwright Isley Lynn; play-maker, director and artist Tassos Stevens; director Abigail Graham; visual artist and designer Moi Tran; director Holly Race Raughan; dancer and choreographer Ellie Sikorski; performer and choreographer Shane Shambhu; director Joshua Parr; and designer Ruth Sutcliffe.
The week was facilitated by director Anthony Simpson-Pike, and the visiting artists were: visual artist Gayle Chong Kwan; theatre maker Toby Peach; playwright and director Abhishek Majumdar; live artists Search Party, participatory theatre maker Zoe Svendsen; photographer Nii Obidai; director Simon McBurney — plus environmental practitioners Chiara Badiali and Polly Higgins.
Sessions explored how to create fair spaces; co-creating community-led rituals; the male capitalist hero and other ecological narratives; the intersectionality of climate justice and frontline nations, stories, power and artists; making work slowly; the ambition to make ecocide an international crime; making art in a capitalist context; formulating a manifesto or code that independent artists can sign up to and share with institutions; who has the right to tell what stories; and, of course, sex, because “sex is, beyond any argument, entirely carbon neutral”…. In between, the group formed smaller buddy groups to evaluate the days; they came up with future project ideas and activist interventions together, and they walked.
A fair and rigorous space
A fortnight on, sitting and reflecting from an urban office, it was a potent and remarkable week; a week in which the notion of ‘intersectional climate justice’ was firmly embedded into their creative practice, and placed concretely within their wider activism — be it feminist, anti-capitalist, anti-racist. Gathering such open, creative thinkers in such a glorious, values-led environment was never going to be a barren encounter. In their words, it was: “enlightening, motivating, empowering, mind-expanding, revelatory, intense, urgent, necessary.”
Together, they created a fair and rigorous space; they formed a powerful cohort, and since we left, the artists have stayed in a daily, dynamic conversation. We are preparing a co-authored blog and a podcast which we will share here and across many platforms… They are organising a film screening, an action across the LTC theatres, and a major dissemination event.
And, in the steering group, we are already planning next year’s Climate Lab. This synthesis of LTC’s work on operational change and artistic change — systems-change both in the buildings and in the art — is a new adventure for us. It is widely agreed that culture — in cities and in rural communities — is a critical force in the climate justice movement. As cultural institutions in London, we are galvanising our commitment to this movement.
Find out more
Creative Climate Leadership is a new programme for artists and cultural professionals to explore the cultural dimensions of climate change, and take action with impact, creativity and resilience. Artists and the wider cultural community have a unique and critical role: they deal with the art of the possible and influence new ways of being, doing and thinking. Creative Climate Leadership supports cultural professionals to apply these qualities to the climate challenge. The programme is tailored for participants to reach their full potential and maximise action on climate change within the creative and cultural sector, with help and support to test and scale ideas through sharing best practice and discussion across countries and cultures. The programme is led by:
Julie’s Bicycle (UK) — a global charity working at the intersection between culture and environmental sustainability
PiNA (Slovenia) — an organisation focused on social development, advocating respect for basic human rights and democracy, respect for the environment with a focus on sustainable development
On The Move (Belgium and France) — a cultural mobility information network with more than 35 members in over 20 countries across Europe and beyond.
Hawkwood College in Stroud, Gloucestershire, is a residential adult education college serving the needs of a wide community and an educational charity. Their mission is to create a better world for now and for the future. They bring together people and organisations in support of creative endeavour, a flourishing society and a sustainable environment.