Thursday 9th February

Expressing arts in outdoor learning focuses on the way in which public art can donate emotional, intellectual and social growth to young people. It allows children to experience the environment around them and be able to understand it in a way which is not possible through other disciplines.

I experienced the values which are learned through the experience of outdoor learning when participating in an activity today.  We were asked to choose an object and use our creativity to bring animation outside, to which we decided to bring different shades of blue wool to tie around a tree which was isolated from all the others in order to make it more exhilarating.

From taking part in this I can agree that ‘every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances’ (DfES, 2006). This allowed us to be creative and imaginative whilst bringing vibrant colours and excitement to the neighbouring environment.

The amount of pressure for teachers to raise their standards when teaching subjects such as mathematics and literacy has resulted in other subjects such as art, to be disregarded. This is why activities such as being creative in the outdoor environment is vital as it ‘nurtures different ways of thinking and feeling; provides opportunities for active learning ad problem solving; develop skills f perception, communication and invention; and encourage the exploration of different social roles and relationships’ (Adams, 2008, p.24).

References

• Adams, E. (2008) Art and Design Education and the Built Environment. In Coutts, G. & Jokela, T. (Eds) Art, Community and Environment: Educational Perspectives. Bristol: Intellect
• DfES. (2006) Learning Outside the Classroom Manifesto.