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Disrupting Time and Place: Artists’ perceptions of creative practice with children in nature

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We present the methods and findings of research into the work of artists connected with arts and well-being charity Cambridge Curiosity and Imagination . The findings relate to how children and nature share characteristics of interactions with/in space and time that enhance their ability to engage in artistic, playful adventuring. We link our findings to the literature which suggests that a reduction in both art and time in wild places negatively effects wellbeing and we reflect on how bringing art, nature and children together may help to improve the contemporary crisis in children and young people’s mental health. This research arises from the Anglia Ruskin University Seedcorn project: Place-based learning, creativity and wellbeing and the presentation is based on two publications:

  • Lee E., Walshe N., Sapsed R., Holland J. (2018) Artists as Emplaced Pedagogues: How Does Thinking About Children’s Nature Relations Influence Pedagogy?. In: Cutter-Mackenzie A., Malone K., Barratt Hacking E. (eds) Research Handbook on Childhoodnature. Springer International Handbooks of Education. Springer, Cham
  • Walshe, N., Lee, E., & Smith, M. (in press). Supporting Children’s Wellbeing with Art in Nature: Artist Pedagogue Perceptions. Journal of Education for Sustainable Development, 13(1).

This talk is part of the Arts and Creativities Research Group series.

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