Seeing the forest through the trees: at the intersection of Forest Kindergartens and art-based environmental education

Abstract

This study investigates the interconnectivity between art and ecology within a Forest School model. The success of outdoor programming, like Forest Schools, suggests that other outdoor curriculum art-based environmental education could provide valuable learning experiences. Within this article, the author dispels myths surrounding a romanticized connection between children, nature and artmaking. The findings revealed that the symbiotic relationship between art and ecology within the Forest School model empowered the children in three distinct ways: (1) they became scientists/artists, (2) they made discoveries through collaborative efforts and (3) they infused art and science as they shared sketches and explored their environment.