What I Discovered In Practice
Nature-Related Themes in Units
While teaching ceramics, I planned a unit where the theme was more specific to nature to see how students would respond. It was my goal through this project to have students look at nature more closely and observe the textures and patterns in organic matter that might otherwise go unnoticed in their daily lives. Students were asked to explore and observe plants and other organic matter through collecting, bringing into the classroom, looking under magnifying glasses, and ultimately designing and creating their own imaginary seed pod in clay. As a part of this unit, I brought in locally foraged botanical material—branches, moss, lichen, flowers, seeds, etc.—for students to observe and draw inspiration from. In the corner of the classroom, I set up a ‘table of curiosities’ where all these materials, books, and photos could be laid out. This approach sparked a lot of interest and inspiration among the students.
While the theme for this particular unit was directly related to nature, in other units, I explored having nature related themes as an option, but not a requirement. I wanted to provide students with choice and those who wanted to explore these ideas further, could do so.
Bringing Nature into the Classroom
Regardless of the unit, I found that I was bringing in a fresh collection of botanical findings into the classroom to either add to the table of curiosities or to decorate the classroom with. Again, students were able to use the collection of findings as a source of inspiration within their work, or they could use it directly for mark making.
With the seasons shifting from winter to spring, I felt that this created a positive and calming space, fostering a generative atmosphere for the students. While most of the time, this act didn’t have any greater motive other than to bring some life into the classroom, I don’t think it went unnoticed.
Teacher as Artist
Since the beginning of this program, I have been captivated by the relationship of artist/teacher and the idea of bringing one’s art practice into the classroom and how it transforms the student’s relationship with art and their own creative expression. For every unit I had the students do, I also did the project right alongside them. From the beginning to the end of the piece, I would be open about showing my idea development and process. This not only provided me with practical knowledge of some of the challenges students might face when undertaking these projects, but since I am predominantly inspired by nature and environmental themes within my own art practice, I think that this potentially sparked curiosity and inspired connections for my students.
Artist Inspiration
During ‘Earth Day Week’, I took the opportunity to share artists who work with themes and ideas around nature. Whether it be sustainable materials or ideas around climate activism, I tried to expose students to artists that strive to make connections with nature through their artwork.
Working with Technology
I began to see potential in using technology to create positive connections. For example, I would play ‘virtual walks’ through different landscapes such as the temperate rainforest, deserts, and mountain ranges on the overhead projector while the students worked. I would also play music in the classroom but occasionally, I would change things up and play soundscapes like rain falling, gentle storms blustering, firewood crackling, birds chirping and so much more. While most of my students would listen to their own music on personal devices, for those who didn’t, I think this integration of technology provided a more immersive and holistic experience and created a calming classroom environment that complemented activities going on in class.
Taking Students Outdoors
One of the things I was hoping to do more during my practicum, was to take my students outside. I couldn’t really find practical ways to organize this with the amount of time allotted to each class and without the risk of the projects getting damaged or possibly losing clay tools. Also, I learned that it is important to consider the accessibility needs of your students when moving your classes outside. However, this is something that I think would be really important in helping students make positive connections with nature through art making and this is something I would still like to do with future students given the right environment and circumstances.
Exploring Materiality
As I was teaching ceramics during practicum and we were working predominantly with clay, it was my hope to forage for a little bit of wild clay and conduct a side experiment in the classroom to showcase the process of where clay comes from and how it is turned into a material artist's work with. I wanted to do this to help foster connections between the material and the land, but I encountered a few issues and couldn’t see it come to fruition. We did discuss the different stages of clay and where it comes from, I just wasn't able to bring the process into the classroom. Moving forward, I would like to continue to explore the materiality of whichever medium we are working with, the process of how it is made, and where it comes from; whether it’s paper, or paints, pigments, and more.
Learning More about Indigenous Ways of Knowing and Perspectives
A pivotal realization within my inquiry has been in understanding how closely related indigenous perspectives are to what I am trying to achieve through exploring my inquiry and how important the integration of Indigenous perspectives and knowledge is in the classroom. I have been greatly inspired by the works of Robin Wall Kimmerer and Gregory Cajete. I have come to appreciate the holistic and reciprocal relationship with nature that is connected to Indigenous ways of knowing. This perspective has begun to shift my thinking and really inform not only my personal life, but my teaching practice as well. This has led me to incorporate more meaningful land acknowledgements, and emphasize the interconnectedness of all living things.