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February 1, 2022
We continued to explore our practicum schools grounds. We found it challenging to incorporate taste into the outdoor learning process. Smell seems easier in terms of the change of seasons. We can all describe the smells of the different seasons, what smells are synonymous with each season would be appropriate to explore, but how can students explore this? We thought of ways to increase our scent experience, this could include rubbing and squishing (picking up materials on the ground only).
What effect does the weather and seasons have on smells in nature and within our spaces? How can we re-create the sounds from our location within the classroom environment?
“Learning in a co-constructivist setting, which allows opportunities for reflective listening, choice, intentional focus, and feedback, supports the development of behavioural and emotional abilities, and empowers students to delve deeper into their connections with nature through composing abstract music and movement pieces” (Yanko & Yap, 2020, p. 249). Sound in nature, creating music in nature, and movement can create a connection to land. We will explore this more in the following weeks.
Yanko, M., & Yap, P. (2020). A symbiotic link between music, movement, and social emotional learning: Mindful learning in early learners. LEARNing Landscapes, 13(1), 249-264.
Banner photo by Keira from her practicum school in West Vancouver. A stump that can inspire different sensory opportunities. Many different textures and scents in this spot.
