Nature-Based Art in Early Grades Teaching and Teacher Preparation: Reflections on Practice (in Anthropocene)

• In Event: Embodied Knowledge and Performances of Radical Relationality

Abstract

Here we examine what characterizes nature-based art activity among participants across three settings—a nature based preschool, an elementary grades summer camp, and a K-5 teacher preparation capstone course where the art was done in Costa Rica. Data collection included observation/note-taking and photographing student work, oral debriefing sessions with grades 3-5 and written reflections by the teacher preparation students. Photographic and discourse analysis methods were used in the data analysis in combination with a content analysis of the teacher preparation students’ reflections. Findings show that students prioritized natural over man made materials, and found the activities to be individually empowering, creatively stimulating and socially and emotionally significant.

Authors

• Bernadette Bridget Musetti, Loyola Marymount University

• Desiree Medina, Long Beach Unified School District