<p>In this project we analyze artwork and recorded statements of 5<sup>th</sup> grade students from the community of Utqia&#289;vik, Alaska, who participated in a science-art outreach activity. The team consisted of a scientist (Lipson), an artist (Reasor) and an outreach specialist (Erickson) of Inupiat heritage from a village in Alaska. We worked with four 5th grade classes of about 25 students each at Fred Ipalook Elementary. The predominantly Inupiat people of Utqia&#289;vik are among those who will be most impacted by climate change and the loss of Arctic sea ice in the near future. Subsistence hunting of marine mammals associated with sea ice is central to the Inupiat way of life. Furthermore, their coastal homes and infrastructure are increasingly subject to damage from increased wave action on ice-free Beaufort and Chukchi Seas. While the people of this region are among the most directly vulnerable to climate change, the teachers reported that the subject is not generally covered in the elementary school curriculum.</p><p>The scientist and the local outreach specialist gave a short presentation about sea ice and climate change in the Arctic, with emphasis on local impacts to hunting and infrastructure. We then showed the students a large poster of historical and projected sea ice decline, and asked the students to help us fill in the white space beneath the lines. The artist led the children in making small paintings that represent things that are important to their lives in Utqia&#289;vik (they were encouraged to paint animals, but they were free to do whatever they wanted). We returned to the class later that week and had each student briefly introduce themselves and their painting, and place it on the large graph of sea ice decline, which included the dire predictions of the RCP8.5 scenario. Then we added the more hopeful RCP2.6 scenario to end on a positive note.</p><p>Common themes expressed in the students&#8217; artwork included subsistence hunting, other aspects of traditional Inupiat culture, nature and family. Modern themes such as sports and Pok&#233;mon were also common. The students reacted to the topic of climate change with pictures of whales, polar bears and other animals, and captions such as &#8220;Save the world/ice/animals.&#8221; There were several paintings showing unsuccessful hunts for whales or seals. Some students displayed an understanding of ecosystem science in their recorded statements. For example, a student who painted the sun and another who painted a krill both succinctly described energy flow in food webs that support the production of whales (for example, &#8220;I drew krill because without krill there wouldn&#8217;t be whales&#8221;). Some of the students described the consequences of sea ice loss to local wildlife with devastating succinctness (sea ice is disappearing and polar bears will go extinct). The overall sense was that the children had a strong grasp of the potential consequences of climate change to their region and way of life.</p>
Bearing Witness? Polar Bears as Icons for Climate Change Communication in National Geographic