Art as a Lens to Biodiversity : How Children Perceive Coastal Marine Ecosystems Through Drawings

KEYWORDS : biodiversity, ecopoetics, education, art-science, children, imaginaries

Children are often overlooked in discussions about ecological challenges, despite their pivotal role in shaping the planet’s future (Fache et al., 2022). This study examines how children aged 6 to 10 living along the coastlines of mainland France perceive marine biodiversity, shedding light on their relationship with the ocean. As part of a broader transdisciplinary dissertation merging art and science, the research addresses two intertwined crises: the ecological crisis and what Lawrence Buell (1996) calls the « crisis of the imagination. » Fieldwork, conducted between april and december 2024, covered a representative sample of small, medium, and large coastal towns across mainland France. Children were asked to name three marine creatures and create drawings of sea life. Data collection involved counting and categorizing animals, plants, and colors depicted in the drawings, as well as documenting the represented species. This approach provided an in-depth understanding of how geographical and cultural contexts shape children’s perceptions of marine ecosystems and their potential to engage with them. Drawings, recognized as valuable tools for capturing children’s representations of nature  (Barraza, 2006; Carrière et al., 2017), offered insights into their ecological awareness, functioning as visual narratives of imagined marine habitats. Statistical analysis revealed a mix of local and exotic species influenced by cultural and media narratives. Human activity such as fishing gear, human figures or waste was more frequently depicted than mythical elements like mermaids or treasure chests, bringing nuances to trends noted in related studies for younger children (e.g., Kavaz et al., 2021).

Qualitative analysis of the drawings’ aesthetic dimensions, coupled with linguistic and ecopoetic interpretations of accompanying titles and semi-structured interviews, highlighted emotional and storytelling elements in children’s engagement with the ocean. Findings revealed notable gaps in understanding marine biodiversity, particularly the absence of critical species such as plankton, and emphasized the need for more diverse, ecologically integrated cultural representations. The poster summarizes the first phase of this ongoing research, which identifies gaps in children’s marine literacy and aims to inspire further studies and creative endeavors addressing these voids. It advocates for educational and cultural policies that enhance environmental sustainability efforts, aligning with the UN’s 2015 goals and the Ocean and Climate Program. By amplifying children’s perspectives, this study underscores the potential of art-science approaches to advance ocean literacy, foster a deeper human-ocean connection, and inspire inclusive, sustainable imaginaries of our shared ocean.