Abstract
Introduction
Every year, fifty 12-year-olds from King Alfred School in North London participate in The Village Project. The students spend a week in a screened-off wooded corner of the school grounds and are required to take responsibility for all aspects of day-to-day living. They build shelters, establish governance, make decisions as a collective, cook, clean, and learn to live cooperatively and sustainably with the natural environment.
Practice
This chapter draws on the Village Project 2022 to explore the transformative potential of participatory art with nature. It challenges the idea of art as an individual enterprise by establishing ‘communities of practice’ (Lave and Wenger, 2008) that collaborate with nature to support the developing identities of the young people involved.
Outcomes
The week provided an immersive educational experience, encompassing collaboration and conflict and a sustained encounter with nature. The Villagers came together as a community, led their own learning, and participated in various creative activities, including a site-specific installation known as the Village Demon.
Implications
The Village Project is an example of an arts-in-nature practice that examines the relationships established through teaching and learning. It frames education as a discursive activity that supports the wellbeing of young people beyond the school curriculum.
Every year, fifty 12-year-olds from King Alfred School in North London participate in The Village Project. The students spend a week in a screened-off wooded corner of the school grounds and are required to take responsibility for all aspects of day-to-day living. They build shelters, establish governance, make decisions as a collective, cook, clean, and learn to live cooperatively and sustainably with the natural environment.
Practice
This chapter draws on the Village Project 2022 to explore the transformative potential of participatory art with nature. It challenges the idea of art as an individual enterprise by establishing ‘communities of practice’ (Lave and Wenger, 2008) that collaborate with nature to support the developing identities of the young people involved.
Outcomes
The week provided an immersive educational experience, encompassing collaboration and conflict and a sustained encounter with nature. The Villagers came together as a community, led their own learning, and participated in various creative activities, including a site-specific installation known as the Village Demon.
Implications
The Village Project is an example of an arts-in-nature practice that examines the relationships established through teaching and learning. It frames education as a discursive activity that supports the wellbeing of young people beyond the school curriculum.
| Original language | English |
|---|---|
| Title of host publication | Arts in Nature with Children and Young People |
| Subtitle of host publication | A Guide towards Health Equality, Wellbeing, and Sustainability |
| Editors | Zoe Moula, Nicola Walshe |
| Place of Publication | London |
| Publisher | Routledge Taylor & Francis Group |
| Chapter | 15 |
| ISBN (Electronic) | 9781003357308 |
| ISBN (Print) | 9781032412795, 9781032412801 |
| Publication status | Published - 23 Dec 2024 |
Keywords
- community
- relational
- agonism
- dialogic