In this week’s tutorial, we talked how these previous used techniques such as close ups, zoom in, zoom out, split screens also the voice-overs shown to the audiences in past sketches to achieve the author’s point of view. In addition, we also discussed the term of climate change which refers to the general weather conditions in a place over many years. Climate change is a significant change in average weather conditions over a period of decades or more. For example, it gets warmer, wetter or drier. It is this long-term trend that distinguishes climate change from natural weather variability. Although the terms “climate change” and “global warming” are often used interchangeably, global warming  which is the recent rise in the average global surface temperature, it is only one aspect of climate change. According to the reading, climate change has a hug impact on the Earth because of the connection between humans and climate (DT, 2021). We found that humans are increasingly influencing the climate and the planet’s temperature by burning fossil fuels, cutting down forests and raising livestock. This adds to the large amount of naturally occurring greenhouse gases in the atmosphere, increasing the greenhouse effect and global warming.

Last few weeks, we talked a lot about ‘getting with trouble’ and ‘how to live with trouble’. Related to climate change, we also should to be able to stay with it, live with it, because weather is everywhere. In addition, I think climate can be entangled as well. Climate change education often relies on the mantra of climate science that climate change is man-made, not natural. I contend that neither man nor the atmosphere (and by extension the climate) preexisted in their interactions, but that they were ontologically entangled. Thus, climate as an entanglement explains how climate science works, while highlighting how climate come together. Pedagogically, this has moved us from an understanding of climate which means a disconnected knowledge and a static world to a diverse, secular practice of climate (Verlie, 2017).

I think we could use the split screen also the comparison to show and educate people. This not only can improve the climate change but also actually protect themselves as climate change is related to everyone’s life. We think we can tell the audiences by using different areas of climate change also the comparisons to educate the audience that protecting the environment is protecting ourselves.

In all, by researching, I think climate change isn’t just affecting our homes, it is knocking on the front door, demanding that we come in. But we shouldn’t let that happen. We need to know more about the climate crisis, also know how to solve it which by switching to cleaner energy sources and reducing carbon emissions. That’s why our group want to try to as a ‘educate’ perspective to train ordinary people like you to make a difference and work together to get our leaders to act on climate.

 

References:

Demos, T.J Scott, E.E, Banerjee, S.(Eds.), 2021. ‘Sensing Climate,’ in: The Routledge Companion to contemporary art Visual Culture, and Climate Change, Routledge, New York, pp149-152.

Verlie, B., 2017. Rethinking Climate Education: Climate as Entanglement. Educational Studies, 53(6), pp.560-572.