Forest Tensions
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Searching the Forest for Charcoal
November 1 Today we divided the classes into two groups. One would remain in the classroom and continue their charcoal markings and the other group would be given the opportunity to see if they could find charcoal in the forest. During the previous days, the children had been encouraged to consider connections between the forest and the charcoal. Many of their charcoal creations expressed these interconnections. The group of children venturing outside seemed highly motivated for the opportunity to pursue charcoal in the forest. They eagerly anticipated such encounters. When we got to the forest, the children searched in many spaces for traces of charcoal. Some children located dark-looking wood…
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Charcoal in the forest
Today we divided the classes into two groups – one would remain in the classroom and continue their charcoal markings and the other group had the opportunity to see if they can find charcoal in the forest. The children were encouraged to consider connections between the forest and the charcoal during the previous days. Many of their charcoal creations expressed such consideration for these interconnections. A small group of children venturing outside seemed highly motivated for the opportunity to pursue charcoal in the forest and were eagerly anticipating such encounters. On the way out of the centre, a child in was asked by a child where we were headed. He…
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Experiencing and Experimenting with Charcoal
October 30/31 In preschool room 2 our explorations with charcoal yielded exciting possibilities. Our interaction with charcoal today represented an experimental and experiential step into the unknown for children and educators alike. Our room embraced the mystery of this new experience. The mystery had been building and unfolding since its announcement to the children of preschool room 2 on Monday. Then on Tuesday morning the children arrived to a room radically transformed from the one they knew on Monday. Many of the room’s familiar items (shelves, tables, carpets, building blocks, etc.) had been relocated and replaced with large rolls of white paper taped to the floor. The children were very…
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Tensions and Possibilities in Our Encounters with Charcoal
October 31, 2018 There was much enthusiasm about the possible interactions with paper and charcoal. Charcoal has been used by artists for a very long time, dating back to 15,000 BC. The children at St. John Early Learning Centre are invited to join these long artistic traditions within many cultures around the world. To set the scene and foreground the importance of charcoal as an art material, we placed large pieces of white paper on the floor and offered children thin willow charcoal sticks. In this initial exploration in the classroom, the children begin to understand some of the properties of charcoal. Charcoal is brittle, fragile, and easily breaks when…
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Slowing Down Time Through Charcoal Encounters
I wonder about time… We live fast-paced lives instilled early on to talk fast, move on, check in but something keeps happening to me during these intra-actions that move us into a different time zone where a minute can become an hour. During the charcoal encounters, which often happen with a single child, I lose track of time. I don’t remember what else was happening or who else was there. I am caught trying to remember when it happened – before or after the walk? All I can remember is an intensity -that distinct squeaking sound. It is less disturbing than scratching a chalkboard but it makes my inner ear…
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An Invitation to Slowing Down, Paying Attention and the Art of Noticing
October 30, 2018 We are inviting the children to engage in the arts of slowing down, paying attention, and noticing. Because the children and educators are interested in visiting and sharing stories about the nearby forest, we want to extend what happens in the forest into the classroom. For the past few months, we have been observing children’s engagement (even fascination) with sticks/branches/logs in the forest. To connect to children’s interests, we are inviting children to explore charcoal and paper. It matters deeply what materials we invite into our classroom. Paper and charcoal link us directly to forests—they start in forests… The sticks that children are fascinated with become charcoal…
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Improvisation with charcoal & paper
Laura and I sit at a table with paper and charcoal and a small group of children. Laura notices a large dark scribbly drawing that had previously been made. She says, “This reminds me of a dark forest. Who want to meet me at the forest?” The children and educators use their charcoal to draw paths to the dark forest. They meet and gather there. They begin to find spiders and bats in the forest. They leave and come back several times. Some are hesitant to return but are encouraged to visit again. Their desire to meet others keeps them coming back.
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Charcoal proposals & invitations
A Walk in the Forest There was much enthusiasm about the possible interactions with paper and charcoal. Charcoal has been used by artists for a very long time, dating back to 15,000 BC. The children were invited to join these long artistic traditions within many cultures around the world. To set the scene and foreground the importance of charcoal as an art material, we placed large pieces of white paper on the floor and offered children thin willow charcoal sticks. In this initial exploration in the classroom, the children began to understand some of the properties of charcoal: “Charcoal is brittle, fragile and easily breaks when pushed on paper’s surface.…
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The Beginnings
We would like to propose that together we focus on the arts of slowing down, paying attention, and noticing. hat it might mean for us to support children to notice and slow down when we go to the forest. How might we invite children to slow down rather than “consume” everything they find/see in the forest? How do we invite children to focus, slow down, and notice? If a child picks up a stick, we might become curious about what it is about this particular stick (and not others). Can we stay with what children notice about this stick (and challenge them to think beyond) rather than moving on to…
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A Walk in the Forest with Educators
We (educators, pedagogists, researchers) took a walk in the forest with the intention to pay attention, notice, engage in the presence of more-than-human others. We asked ourselves…. What and how do we notice when I walk in the presence of others – including non-humans? What relations do we notice? What logics do we notice and how might we follow these logics? Our Engagements… We noticed life, death, playfulness, garbage and plastics, patterns and textures, sounds (wind, squirrels, sticks and leaves under our feet, a plane flying above us), human-made and organic structures, levels and heights, animals (frogs and insects), a wide variety of trees and plants, strength and resiliency. The…
