Artists as Emplaced Pedagogues: How Does Thinking About Children’s Nature Relations Influence Pedagogy?

Lee, Elsa; Walshe, Nicola; Sapsed, Ruth; Holland, Joanna

doi:10.1007/978-3-319-51949-4_78-1

Cited by 2 publications

(2 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this way, this artist practice, through its equitable, place-based approach, may indirectly develop more environmentally sustainable attitudes in children. As Ruth suggests, 'being enabled to be confidently curious, securely playful or imaginative in a safe space are crucial to the future of our world' (this is explored further in Lee et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Our review of the literature for this article determines an understanding of contact with nature to be time spent outdoors in largely green spaces. However, our own definition of nature is broader (and more philosophically informed) than this very limited view and we explore this further in a separate publication (Lee, Walshe, Sapsed & Holland, 2018).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Supporting Children’s Well-being with Art in Nature: Artist Pedagogue Perceptions

Walshe

Lee

Smith

2020

Journal of Education for Sustainable Development

Self Cite

View full text Add to dashboard Cite

There is increasing concern about children’s mental well-being and an urgent need for research into how to support positive mental health; including as part of the United Nations Sustainable Development Goals (SDGs). Alongside this is the heightened awareness about diminished access to green spaces and diminished exposure to the arts for children. Our research aims to show the potential for addressing these three issues in tandem through a qualitative case study exploring the work of one charity, Cambridge Curiosity and Imagination (CCI). The charity undertakes arts-based projects in nature with children. In particular, this article considers the implications of CCI artist pedagogues’ perceptions of their nature-based practice for children’s well-being. The research comprised a ‘talk and draw’ focus group followed by individual interviews with CCI artists. Findings show artist pedagogues’ work has the potential to support aspects of children’s well-being through promotion of agency, developing confidence and providing inspiration to support creativity.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%