Shapes are everywhere: 5 ways to explore shape outdoors

Look in any direction and your eyes will fix upon a shape- a rectangular screen, a circular table, a square vase- our world is made up of 2d and 3d shapes. Children start to explore shape from a very early age; playing with small puzzle toys and building with blocks, they begin to develop spatial visualisation. From there, they can start to learn the names and properties of shapes. So let’s take a look at five ways we can utilise the outdoor learning environment to enhance inquiries into shape.

Looking for shapes

A great and simple way to get children to start thinking about shape is to go on a shape hunt. In your outdoor learning space, or on the playground, challenge children to find shapes. You can either focus on one shape, encouraging children to compare size and orientation, or supply them with a list of different shapes to search for. You can differentiate the challenge by giving children a list of shape names or showing them an image. 

You can also encourage children to observe shapes everyday by highlighting existing shapes on your in and around your space, as you can see in the photo of our shed below.

Sorting shapes

Whether you have a basket of Autumn treasures or a bucket of stones, invite the children to look for shapes. Find different ways to categorise the objects. Conkers can be circles, acorns are natural ovals, and ooh, how many sides does this stone have? Guess my rule is a fun game to complement this activity. After sorting a handful of objects, a child shows their groupings and says “guess my rule” then everyone else tries to work out the parameters they used to sort their shapes. 

Making shapes

There are so many fun ways to make shapes using natural materials. Here are some quick examples:

  • Grab some pots of seasonal treasures (leaves, acorns, pinecones etc) and challenge the children to make regular and irregular shapes. Using sticks and conkers, they can also identify the sides and corners. You can let the children create their own shapes or give them a template to work on top of. 
  • Add in some tool and measurement work by giving the children clippers and sticks. Using a pre-drawn template, children can measure the length of stick they need to cut to create each side of a given shape. 
  • Not sure what to do now with all the little sticks that have been cut? Use the sticks and air dry clay to make shape decorations. Count the sticks (sides) and balls of clay (corners) as you create! 
  • If you feel like getting a little messy, you can also bring out the mud! Mix it with water and get out the paint brushes to paint shapes, or create a thicker mud that you can mould with your hands to make many different shapes. 

Shape challenges

Looking for a brain teaser to get your students engaged? Try creating some challenges that allow them to think both mathematically and creatively. Here’s an example that always sparks excitement;

Using 9 sticks of equal length, can you create 1, 2, 3, 4 and 5 complete triangles?

For each challenge, children must use all 9 sticks. Once they have made 1 complete triangle, they can collect the sticks up and make 2 complete triangles using all 9 sticks and so on. It is always interesting to observe the different solutions that children create to solve each challenge. Sharing solutions together also allows students to learn from each other and have conversations about shape. 

Shape patterns

Shapes can also be used to create repeating patterns. You can explore shape, size, colour and orientation as you use natural materials to create and continue patterns. You can create transient patterns that can be tidied away at the end of the session, or make your patterns into decorations that can be hung from trees or donned as necklaces. 

So there you have it, whether you have 10 minutes or 10 sessions, there’s an activity that can bring learning about shape to life in a fun and practical way. 

What is Geocaching and how can we use it enhance student learning?

If you haven’t heard of geocaching yet, you’re in for a treat. If you’ve heard of it but are wondering how to incorporate it into an authentic learning experience, then hold on tight. It’s great to do with a group of students, with your own kids or even just on your own. If you’re still looking for some inspiration for Outdoor Classroom Day this Thursday, you might be in luck!

With the app now available, Geocaching is no longer a “sport” reserved for anorak-wearing, GPS-toting stamp collectors. It’s more accessible than ever and it’s actually pretty cool. So, how can we use this real-world treasure hunt to ignite curiosity and wonder in our students and children? What better way to discuss with children that there is far more going on around them, if only they’d divert their attention to it! Here’s a brief overview of Geocaching and 3 ways that we’ve utilised it to enhance student learning.

What is it?

According to their website, Geocaching is a real-world treasure hunt happening right now all around you. With 3 million caches in 191 countries across the world, the chances are that there is one pretty close to you right now. There are a variety of different caches that you can find, the simplest type generally consisting of a hidden plastic container holding a logbook. But if you’re lucky, you might find coins for swapping and a variety of trackable travel bugs too.

To access the Geocaching database, you download the app, register with an email address and start searching. If you really get the bug, you can the pay €29/year (or equivalent in your local currency) for the premium membership which gives you access to more, better quality caches.

A note on ‘Muggles’: Geocaching uses the word ‘Muggles’ to refer to non-geocachers and sometimes a cache description will even contain a warning of ‘high muggle activity’. To a ‘muggle’, someone looking under a bench or sticking their head in a bush could look a little odd. It can spark curiosity and in the past, ‘Muggles’ have been known to remove or damage geocaches.

1) Get out there

In the past, we’ve used a world map and started with a discussion about latitude and longitude. Once you’ve uncovered the fact that people use these complicated numbers play a treasure hunting game, curiosity is peaking and it’s time to get out there.

To keep it simple, we tend to stick with traditional caches. Because caches come in all shapes and sizes, the hunt can be a rollercoaster of emotions. A black cylinder hidden under a rock might be easy to find. On the other hand, searching for a magnetic nano which is no larger than your thumbnail might have you rethinking your life choices to date.

Whether you’re heading out with a group of students or just your own children, it’s important to have a discussion about the expectations for the activity beforehand. As it’s a game played by people all over the world, there is an inherent responsibility to leave caches how we find them so that they can be found by others afterwards.

Homemade Geocaches on one of our GPS units

If you’re worried about students interfering with Geocaches, another option is to create your own. This is more labour intensive for you, but it can also be a lot of fun. If you have some GPS devices, you can input locations to allow students to find caches or it’s also possible to have a printed sheet with a map and relevant details. Approaching it this way means that you could set up your own series of geocaches around your school grounds which would not be part of the Geocaching database and therefore less affected by post-lesson interference…

2) Create your own

Creating your own geocaches is a great. Each cache on the app comes with a whole host of information which can be easily replicated in a student-friendly way to encourage writing.

Finding a suitable hiding place comes first. Provide your students with a selection of containers, as well as the tools to camouflage and hide their cache and see what they come up with. Magnets are always a popular choice but the more variety the better. If your Geocaching adventure only included a couple of simple finds, you can give them photos of more examples to get their creative juices flowing.

Once hidden, our students use Book Creator to make their Geocache pages which can be then shared with others that go in search of the cache. We take the time to deconstruct and analyse what this page needs to include and we usually come up with the following:

  • Size, difficulty & terrain ratings
  • Location information
  • History of the area
  • Muggle warning
  • Hint
  • Map/directions

One year, these even featured as part of our Student-Led Learning Conferences. Students hid the caches and then parents had to interpret the pages before heading out on the hunt.

3) Travel Bug Race

A travel bug is a piece of metal with a code on it (affiliate link) which can be tracked through the geocaching system as it gets moved across the world by different people. One year, we bought one per 4th grade class and equipped each one with its own personalised 3D printed tag. They were all dropped in a “TB-Hotel” in the centre of Düsseldorf with the goal of being the first to reach 10,000miles. The passing of time over the next weeks and months did little to quell the student’s enthusiasm. To be honest, they didn’t want to talk about much else. “Never mind your benefit risk assessment, where is our Travel Bug now and are we winning?”

Being an International School, students usually have a fairly good awareness of different countries in the world and our connections to them. That being said, using the tracker bug race helps our students to further develop an appreciation for where we are in the world.

So there you have it, a brief overview of Geocaching and how you might be able to work it into your own Outdoor Learning program. Get out there and find those hidden treasures. Stay safe.

Outdoor Superheroes: You know you’re an Outdoor Learning Teacher when…

I recently heard Fran Prolman compare Teachers to Superheroes as they take on many roles everyday in order to shape and change the lives of students. It made me smile at the time and I often think about this in my role as an Outdoor Learning Teacher. From building sheds to creating ponds, I have not only developed my teaching practice in the Outdoor Learning Environment, but I have gained knowledge and skills in many other areas too. 

So, as the new school year begins, let’s take a moment to celebrate all the Outdoor Learning Superheroes, taking on the elements and inspiring children’s curiosity and love for nature. Whether you are a well-weathered superhero or are just starting your journey, you will know that you’re an Outdoor Learning Teacher when…

You’re a Gardener

You spend your free periods, evenings and weekends maintaining your learning space. Whether you’re the next Monty Don or doing just enough to keep your space alive, gardening is a continuous part of your job. From times of rapid growth, to times of drought and storms, the outdoor learning environment is continuously changing and gardening throughout the seasons is always full of challenges and surprises.

You’re a master craftsman… in the making

Gone are the days when you could walk past a skip full of wood without stopping for a peek. You have the DIY bug and can repurpose almost any materials to make tool tables, mud kitchens, and meeting areas to enhance your learning space. 

You’re a Weather Forecaster

You check the weather more often than your social media. You know the risk you run when planning a lesson with chalk mid-September and spend the week checking, and re-checking, the weather to make sure that your lesson is not going to be a literal wash out. 

You also play the role of weatherman/ woman for children everyday and have the superhero task of convincing 30 plus 6 year olds that “yes, you will need a raincoat today.” 

You’re a Waste Disposal Technician

Without the luxury of daily cleaners, your garden waste quickly piles up and you now have a second career in waste disposal. You can often be seen, with a line of children, ferrying leaf bags to and from the bin store.

You’re an advocate for Outdoor Learning

You find yourself explaining what Outdoor Learning “actually means” every time you meet a new person. As it doesn’t fall neatly into one single subject that can be easily described, you spend time justifying the importance of Outdoor Learning, not only for students’ social and emotional well being but in regards to academic progress too. 

So there you have it; five everyday additional tasks that make us Outdoor Learning Superheroes. So, grab your cape and show the world what you do. 

Supercharged Storytelling: 10 Ways to Use Your Outdoor Environment to Enhance Storytelling

There are many ways to tell a story. In Grade 1, we are exploring this concept using the outdoor setting to spark curiosity and imagination. There are so many stories that can be authentically explored outdoors, making connections to the setting and character skill sets. Here are 10 ways that you can take storytelling outside.

1) Story Doors

Ignite children’s sense of wonder with a well placed story door that can be stumbled upon. Ask who, what, where, why, when, how questions to gain information about who lives behind the door. Be aware that this may end with you scribbling tiny notes in response to their questions for the foreseeable future. 

2) Story Journeys

Why read a book when you can physically step into the story? Bring the story alive as you travel from place to place imitating the character as they move through the story. A good example of this is; “We’re Going on a Bear Hunt”, squelch through thick, oozy mud and stumble your way through the forest. Don’t have a forest? Get creative.

3) The Environment as a Backdrop

A simple way to take storytelling outdoors is to use the natural setting as a backdrop to your play. Most fairy tales are largely set in the great outdoors.

4) Create settings

Whether it’s real size or a small world setting, use your natural loose parts to create settings and story maps.

5) Story Stones

Your small world setting is not complete without tiny characters to retell the story with. Grab a handful of stones and use chalk, pens, or glued on photographs to create your own character stones.

6) Mud Kitchen

If you have a mud kitchen already, then get busy making the perfect porridge for Baby Bear, or stir up your own Stone Soup. If you don’t have a mud kitchen yet, build one.

7) Light your Fire

After creating wonderful delights in the mud kitchen, light a fire or your Kelly Kettle and make the real thing. Taste the porridge and see if it’s “Just right” or harvest some vegetables and make a stone soup.

8) Skill Development

Explore characters through their skill sets. Batoning is really easy skill where children can experience splitting wood like the wood cutter in Hansel and Gretel or Little Red Riding Hood. Alternatively, create maps like Percy The Park Keeper. Look out for good stories to connect with outdoor skill development.

9) Problem Solving

Oh-oh! The Wolf is back in town and he’s hungry! Help the Three Little Pigs to build new wolf-proof homes to keep them safe. Get creative and put your outdoor skills to the test, helping out characters from different stories.

10) Make noise!

Make the most of being outside away from quiet classrooms and make noise! Howl like a wolf, stomp like a giant and growl like a bear. Explore stories through sound. Using buckets and natural materials as instruments create soundscapes to compliment the events of a story.

So there you have it. Take inspiration and feel free to use ideas that take your fancy. Whether it’s sunshine or snow, grab a book to match the season and step outside!

Here are some of our favourite stories:

10 Things to Look Forward to as an Outdoor Learning Teacher in 2020

Happy New Year! To kick off 2020, here are 10 things that you have to look forward to as an educator utilising your outdoor space to make learning authentic and awesome. Well done you.

1) More frequent ‘Outdoor Learning International’ Inspiration

2020 is our year for being more proactive with posting on our blog, so hold on to your hats. In the near future, be ready for mud kitchen inspiration, ideas for developing space using wooden pallets and taking maths outside with a focus on measurement. Our hope is to develop a community of sharing Outdoor Learning ideas and expertise. Feel feel to take inspiration and use any ideas that spark your fancy, and let us know what you think. If you’re into that, click the “Yes Please” button on the right to receive updates.

2) Same clothing, different day

Steve Jobs wore the same clothes every day. Barack Obama only wears blue or grey suits. Decision fatigue is a thing, and it suggests that you tire from making multiple decisions throughout your day. People like Obama and Jobs limited their clothing choices in order to minimise their decision making so they could make better decisions later, be those in the worlds of technology or politics.

My current clothing of choice are my Fjallraven Keb trousers and my Montane Extreme Smock. I look exactly the same, everyday. This is not because I am an avid Jobs and Obama fan, nor is decision fatigue avoidance high on my list of priorities. I’ve found what works for me and I’m sticking with it. As the old saying goes: there’s no such thing as bad weather, only inappropriate clothing. Find what works for you and stick with it.

3) Skip diving on the weekends

Did I say weekends? This is not really confined to weekends. Any time that you walk past a skip, you’ll be looking in it. We were recently doing the German Christmas Market tour with family and came home with three large wooden bobbins that had been skipped at our local building site. Cheers.

Didn’t we have a lovely time, the day went to market.

4) Pity vs Jealousy

When you’re walking along the corridor in the depths of winter looking like a puffed up onion in all of your layers, you are bound to get looks of pity and maybe even a, “Ooh, I don’t envy you in your job today”.

On the other hand, roll on the summer time when it’s 25+ degrees and you are sauntering along in shorts and T-shirt. Those looks of pity turn to scoffs of jealousy and you get things like, “Is your job really a job?”

Meet Claire. Claire works in 3rd Grade. Claire is one of the best people at the pity vs jealousy conundrum. She’s great.

Possible responses include:

  • “Speak to me in 6 months”
  • “It sucks to be you”
  • “Here’s some research about how my blood pressure and immune system are better than yours”

5) Goodbye manicure, hello grubby calluses

When you’re working hard to facilitate epic hands-on learning experiences for your young people, you are not going to be able to avoid getting those hands dirty. The good news is that research suggests getting your hands dirty is good for you and it might even be an antidepressant. Win.

Take care of those hands and remember to wash them. A spot of hand cream also wouldn’t go amiss.

Top Tip: a pinch of sugar with a spot of soap will get out some of the more ingrained dirt. Like a homemade Swarfega, that stuff your Dad had under the sink growing up.

6) Things in pockets

As an indoor teacher, I would usually arrive home with at least one whiteboard pen in my pocket. As an outdoor teacher, I still have the occasional pen but my pocket booty is so much more wonderfully varied. Acorn hats, bits of wood, bits of tree, a Pokemon card… the list goes on.

All in a day’s pocket…

Top Tip: Empty your pockets before going home, or prepare your partner for a magical variety of gifts on the kitchen side.

7) The Smell of Fire

Using fire lighting as a learning experience is second to none. Smelling of fire afterwards is not so great. Some people will tell you how they love the smell of fire and how it brings memories rushing back of when they… blah blah blah. How wonderful for them. Smelling of fire everyday because you’re halfway through your skills unit can be a bit tedious. Nobody has ever complained at me on the tram home, but it might happen one day.

Smelly people have no friends

Top Tip: get hold of some Febreze. Febreze is your friend.

8) “But I won’t be cold…”

This is the response you get when you tell a student who has just come inside from recess on a cold day to get their jacket for outdoor learning. Generally, you can go one of three ways:

  1. “This is not a discussion. You’re not coming out without a jacket” – This may sound a little harsh but when your outdoor time is limited, this conversation with seven different students only makes it shorter.
  2. “OK, your choice” – You know that you’re right, but our actions and choices have consequence and what better way to learn that than through the medium of shivering?
  3. “Bring your jacket and hang it up when we get there, then it’s there if you need it” – The compromise. Invariably, the jacket will get worn before you even get halfway through the lesson and you can quietly bask in the glory of being right.

9) Becoming a chainsaw meerkat

Picture the scene: You’re walking back inside after a long lesson out in the cold, looking forward to that well-earned cup of tea and then you hear it. You pause. Could it be? It’s definitely there, but where is it coming from? That guttural yet beautifully sweet song that is the sound of a chainsaw.

Hello my friend…

Whether you’re making your circle of logs for the first time or topping up your firewood for next year, nothing beats free wood. When approaching a tree surgeon, be sure to do so safely. Find out who the boss is and ask nicely if you can take some. Very often, you’re saving them some time by taking away some wood. Depending on how nice they are, you might be able to specify the shapes and sizes that you want. You also might need to just take what they give you and cut it up yourself.

Top tip: have a couple of bottles of beer lying around to graciously thank any chainsaw master that lets you take some offcuts. If you don’t have any tree surgeon friends, make some.

10) According to the research, you’re going to feel great!

In a world where Forest Bathing is becoming a thing and doctors in Scotland are prescribing ‘nature’ to help with a patient’s treatment, you are in a wonderful position to be able to take learning outside as part of your job. Good for physical health and mental health, the research is out there.

Happy 2020


Outdoor Learning International!

Back to School: Now, Get Out!

This is it. The start of a new year. You’ve got the motivation. You’ve had the go ahead and you’re ready to take learning outdoors! Where to start? Here are a couple of things that it might be useful to think about.

Buy a book

Get inspired. Something like ‘The Curious Nature Guide’ is a great book for the beginning of the year. It has lots of ways to encourage your students to slow down, notice and connect with nature. Did you know that there are 1440 minutes in a day? Surely we can pause, be quiet and listen for the sounds of nature for just 1 or 2 of them?!

The Curious Nature Guide – Clare Walker Leslie

The schedule

How much time have you got and how are you going to fit it in? There is no magic formula for fitting in with a schedule. Every organisation is different, things change every year and you need to be flexible. Aim for long blocks of time where possible.

This is how we’re integrating with 2nd grade this year. We’re taking kids every other day in half classes, which leaves core classroom teachers with 11 students. Our current problem is the lack of whole class time on Outdoor Learning days. Right now, this is ok because OL is driving the unit of inquiry. In unit two, things might change again.

For more suggestions on how to integrate, check out our ‘Getting Support‘ page.

The space

Take a fresh look at your space. Are there any big plans for the upcoming year? Remember the golden rule: don’t make any changes without students! Your space will change throughout the year. Remember to incorporate this when you are planning. 

Clothing and boots

Remind your students to be prepared. At our ‘Back to School Night’, we let parents know that it is not their fault if students are ill-prepared. Students should be aware that it is their responsibility to have enough clothing to be warm and dry. The blaming of parents, grandparents and pets is not an acceptable excuse. Consider a system for telling students what they need on a given day, otherwise you will find yourself repeating “boots and jacket, please”. 

Routes and routines

How are students going to get to your outdoor space? If the weather calls for it, where are they going to put on/take off their boots? Will the shoes be in somebody else’s way while you are outside? Who is going to sweep up afterwards? A bit of thought beforehand can negate people knocking at your door complaining about the mud in the corridor. 

IMPORTANT NOTE: The first time you wear the boots will be fine. It’s the second time, when the boots are full of mud and they’ve been drying in the lockers for a day. That’s when the mud goes everywhere. 

Ground rules and boundaries

Depending on your affinity to chaos, you might like to think about some ground rules before heading out there. “No Pick, No Lick” is a great place to start. The phrase sums up the importance of respecting the space and not eating anything! Beyond that, have a think through how your school rules apply to your outdoor space. For us, “Be Safe” & “Be Respectful” transfer really well. 

“No Break, No Take” is also useful for discussions around resource management and the desire to take everything home! If everyone takes a stick home, then will there be any left? If we break all of the long sticks into the length that we need, what happens when we need long sticks? Put it back and look for one which is the length you need. 

Slowly slowly, catchy monkey… 

The program that exists at our school has been an 11 year process in the making. Things started down in reception and made its way up to prep, then grade 1 and finally to grades 2-5. The spaces were developed in that order. And it took ages. 

It’s ok start small. Be careful of trying to go zero to hero. Concentrate on what you’re doing and be aware of not spreading yourself too thin. If that grade 12 science teacher really wants to take student learning outside too, that’s great. Don’t break your neck coming up with ideas for them when you could be focusing on your 3rd grade learning experiences. If they’re excited, they’ll come to you! 

Record it and shout about it

For sure, any kids that you take outside are going to go home and tell anyone who will listen about their awesome day. You should do the same. Put photos on your class blog or school Facebook page. Connect to people on Twitter. Invite your principal and director to come outside with you to witness the awesome.

Go forth and take learning outside.

A Beginners Guide to Art in Nature

Art in Nature. Land Art. Transient Art. Call it whatever you like. Taking learning outdoors using art as your vehicle can be an awesome place to start. The following pretty much makes up a unit of inquiry that happens with our Grade 2 students at the beginning of the school year. Comment below with other ideas you have, let’s get this sharing started!

1) Rainbow chips

A lovely way to get started is to use a Joseph Cornell activity called Rainbow Chips. This is basically a colour hunt where students are provided with coloured objects and their goal is to explore the space to try and locate that colour. When they find it they find it, switch for another colour and so on and so forth. Some people use colourful bits of broken pottery for this, colourful gems also work. Our favourite is to nip down the the local DIY shop and liberate a whole load of paint colour samples (ninja skills/confidence required). Up to you, whatever you can find.

Liberated paint sample cards

2) Start the conversations

Colour is an element of art. When we look at a piece of art, colour is something that we can comment on. At this point, we might whip out a classic Goldsworthy print and try to identify some colours. Enter stage right, the other elements of art. Value, texture, shape, line, form, space, & perspective. The opportunities for developing language and vocabulary here are boundless. Introduce in whichever way suits your style but be sure allow time for students to explore the outdoor space to find examples of each thing. At this point, our students are collecting what they find using Book Creator.

Using Book Creator to collect examples of space

At the end, bring back your Goldsworthy (or other) and see if students can comment on and give their opinion, linking in to their shiny new ‘Elements of Art’ vocabulary.

3) Get inspired

Start talking about transient art in any school and you’ll get… “Land Art? Have you looked into Andy Goldsworthy?” And of course, being the grandfather of the scene, his stuff is the bomb. He’s got plenty of books out there but there is also a range of things on Youtube, like this and this, that are good for inspiration. Andy is great, but please don’t stop there! Marc Pouyet’s books (especially this one) are also an excellent source of imagination kickstarters. Even a quick search for #landart on Twitter will open up a whole load of other folk who are doing some pretty cool stuff too. People like @RFjamesUK, @escher303, @TimPughArtist and @LandArtforKids are a selection of our favourites.

4) Create

Give it a go. Crack on. Go outside and create. Depending on resources that you have available, you might want to restrict the amount of materials, or not. We advocate the old “No Pick, No Lick” as a general rule in our Outdoor Learning space. Not because we don’t like fun. Because we find that if every 2nd grader decides that they want to use those leaves from that bush, then we end up with pretty naked shrubbery.

While creating, encourage students to make conscious choices as artists. Why have they chosen that location? Have they notice the texture of the rocks that they’re using? What can they tell you about the value in the acorns that they’re arranging in that circle?

Creating can occur multiple times, of course. To mix it up a little we’ve found it interesting to challenge our artists to use only one type of object. For example, only conkers or only oak leaves.

The abstract discussion is an excellent way to add depth to an Art in Nature session. Does our artwork need to be something? Can we leave it open to interpretation? Do we find the abstract discussion is accessible to all 2nd graders? Absolutely not. Sometimes, your artwork just needs to be a house with a pool. Sometimes, you just need to sit in a patch of sun a lick a rock.

5) Focus on one thing

If you have students that are not sure where to start, encourage them to focus on one element of art in particular. Shape, perhaps. Our old friend Andy G loves a good circle. Why not try some different shapes? Shapes within shapes? Lots of the same shape? Regular shapes? Irregular shapes? Is an oak leaf a shape? Shapes.

6) Gravity Glue

Michael Grab, or Gravity Glue as he’s better know, is a wonderful way to segue into something a little different. Check out the video below. Rock balancing can result in a calm and relaxing flow state, enhanced by deep concentration (closely followed by infuriation as the whole thing falls on your toe). Fun fact: rock balancing championships are a thing.

Gravity Glue

Alternatively, find out what an Inuksuk is, and give one of those a go!

7) Go for a walk

Inspiration can come from anywhere and anything. We like to head off down to our local section of the Rhine. In the past, inspiration has come from cool things that we’ve seen en route and also the beautiful location when we get there. If nothing else, we find that a change in location offers copious amounts of new materials and more space than our regular Outdoor Learning locale. Where could you go?

Our local stretch of the Rhine River. It looks worse in the rain.

8) Get inspired… again…

Are musicians artists? So, if we bash together a rock and a stick, are we creating art? Experiment with different ways of playing objects that you can find in your outdoor space. How many different ways can you play your log? Try making a thunderstorm. Everybody grabs their favourite noise maker, one person conducts and sets the dynamics.

Music from Nature – Diego Stocco

If you’re lucky enough to have access to devices which support GarageBand (a wonderful tech-integration team helps too), then have a go at creating some Diego Stocco inspired compositions. This is cool stuff, make no mistake. It’s also pretty difficult to get the end result sounding anything like Diego, but the process can be awesome.

9) Don’t forget to look up

Who doesn’t fancy spending time laid out on the grass looking up at the white fluffy things? This is great for our line of inquiry which considers people responding differently to same stimuli. Not possible everyday so you have to pick your day. An easy way in is this book. Get outside and lie on the ground.

10) Share

Whether you host an exhibition for family and friends, post photos on Twitter and Instagram or just leave your artwork for the random public out walking their dogs; sharing your work is a must. Get students to prepare a blurb for their creations, linking back to elements of art and their inspirations. In our parent exhibition, students stand by their piece and explain their choices as artists, but these could be written also. If you’re posting on social media, remember to connect with the people that inspired you!

PYP Blurb