Natural Connections: Forest Schools, Art Education, and Playful Practices

Autor/in	Bradshaw, Melanie
Titel	Natural Connections: Forest Schools, Art Education, and Playful Practices
Quelle	In: Art Education, 71 (2018) 4, S.30-35 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-3125
DOI	10.1080/00043125.2018.1465315
Schlagwörter	Experiential Learning; Outdoor Education; Early Childhood Education; Play; Inquiry; Art Education; Natural Resources; Environmental Influences; Adventure Education; Risk; Interpersonal Relationship; Teamwork + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Freiluftunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Arts; Art in Education; Kunst; Bildung; Erziehung; Natural Ressource; Natürliche Ressource; Environmental influence; Umwelteinfluss; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Risiko; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	In an attempt to counter what the author perceived as a loss of student-led learning experiences, she began looking for examples of where play--kids tinkering and experimenting with materials and content or engaging in other hands-on, experiential learning opportunities freely--was still encouraged in schools. During that search, she learned that forest schools are emerging as an alternative form of early childhood education that utilizes free play, exploration, and experience to inspire an unstructured curriculum. As such, there are many connections between the learning found in forest schools and the practices and possibilities that exist in art education. This article presents forest schools and how they can play a role in art education. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01