Learning In and Through the Outdoor Environment In the Expressive Arts.
In the workshop:
In this weeks session we tried to create something new using materials we found and pre existing natural structures surrounding the university.
To begin with we were allowed access to the art cupboard to take any materials that we wished to use when we were outside. I selected long pieces of twine and masking tape- although I had not planned what I was going to do with them as of yet.
Upon getting outside I still had little idea of what I want to. Like many, I struggle to be confident in my own creativity an often doubt my own ideas. We didn’t have long outside so I just had to choose something and go with it.
A friend and I decided to work together to create a natural wind chime. We used a pre-existing wooden form which had squares in it as our base and we began to add to it. First we added long leaves hanging downwards so that the floated in the wind. To create the sound we wanted we placed a large branch full of leaves along the bottom so that when the two parts brushed together it would create sound much like a wind chime.
In education:
Education that focuses on the built environment and public art can contribute to young peoples intellectual , emotional and social development (Adams, 2008). Art projects which merge art and design with the environment establish new relationships between learners and their surroundings. By using the playground that the children see everyday in a different context for an arts project will encourage pupils to take care of that space and see it in a whole new perspective.
There is a big push being given to learning outside the classroom in recent years. The main point is that at some point every young person should experience the possibilities of learning out with the classroom context. The thought is that learning through experience and being able to see, hear, touch etc forms much longer lasting connections within the learners brain meaning they are more likely to retain that knowledge and as a result achieve to the best of their ability.
An activity similar to the one that we undertook is easy to recreate in the playground. The activity would challenge and develop creativity, critical thinking and problem solving. All the while developing children’s motor skills as they have to manipulate their chosen materials to do what they wish too.
REFERENCES
Adam, E. (2008) Art and Design Education and the Built Environment. In Coutts, J and Jokela, T. (eds.) Art, Community and Environment. Bristol:Intellect.
