What are the characteristics of “ecological art”? What is specific about the practices of ecological artists, when compared to other forms of artistic practices? How does ecological art relate to, and/or distinguish itself from, the practices of “community art”, “art for social transformation”, “social sculpture”, “public art” and contemporary art at large? Is ecological art a mere extension of environmentalist activism, or is there more in it? Does ecological art only deal with environmentalist concerns, or is it also addressing other dimensions of sustainability?
Some tentative answers to these questions will be proposed, based on the discourses and practices of a number of artists who are considered as significant and exemplary within the networks and 'circles of recognition' of ecological art. The arguments of art historian Suzi Gablik in favor of ecological art as a “re-enchantment of art” and antidote to modern and postmodern art, will also be discussed.
The practitioners of ecological art are addressing several sociologically interesting issues, such as the transformation of notions of authorship, the modalities of collaboration with communities - and specific responsibilities of artists in their work with communities, the potential of such art projects for social transformation, and the transdisciplinary question of sustainability.
The practice of ecological art also brings specific challenges to the artists, such as difficulties in obtaining support, funding, attention and legitimation from institutions of the wider art system / art worlds.
Based on the author's work on “art and sustainability” and on “cultures of sustainability”, the question of the relevance of ecological art practices, for the development of aesthetics of complexity, will also be raised. In this process, the paper will further characterize ecological art practices as typical of, not only an understanding of “art as a verb”, but also an integration of artistic practices within wider transdisciplinary frameworks nurturing qualities such as serendipity and embodied learning.