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Artwork with Loose parts from nature

Today, Asha started a provocation by asking us to do art with loose parts from nature. I went out for a nature walk, picking up whatever stood out from the ground: acorns, new pine cones, and grasses. Later, I figured out what I could do with them. I used them as painting tools: grasses to draw lines, the cap of the acorns to draw circles, and the pine cones as brushes to dot the ink. I played with colors with the loose parts from nature. It was a process of creativity: I did not have a preset idea of what to do. However, I made it step by step playfully. I enjoyed the class today, the emergent teaching of Asha.

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Nature materials as loose parts (Jan 22nd)

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Nature materials as loose parts (Jan 22nd)

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Every morning, the children of the Robin's Nest program at Victoria Nature School vote on where they want to visit. Twinkle Town (a playground at Pkols) is one of their favorite sites. The pictures reveal children deeply engaged with natural loose parts, demonstrating a strong attraction to unstructured play in a natural setting. They are captivated by the natural materials there. They build forts with logs and long sticks, showing a strong interest in construction. They create a ramp with leaves, wood chips, dirt, and small sticks to test toy cars and trucks, revealing a fascination with machines and engineering. I noticed that H collected sticks, using them as hammers or knives, and focusing on the log's crevices. Their concentration exceeded my expectations. Children revisit the fort building and the log's crevices, indicating sustained engagement and the open-ended nature of loose parts play. This repetition suggests children's growing understanding and mastery of their environment.

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My mentor Robin told me that one year, the kids at VNS were very interested in rabbits. In their imaginary play, they used the roots of a fallen tree as a kitchen, so they named this area Rabbits' Restaurant.

During our visit to Rabbits' Rabbits on January 24, the kids were drawn to the large exposed tree roots and investigated the crevices and spaces underneath.

There is a creek close to the Rabbits' Rabbits. A child sits quietly, using a notebook to document her observations of the creek. Another child uses a stick as a fishing pole while several kids pile up leaves and sticks, pretending to be a campfire and barbequing on the fire.

The children's intense focus surprised me. The care and detail they applied—not just to the larger climbing structures but also to the smaller details of the ground—demonstrates a level of engagement beyond casual play.

The children repeatedly return to the tree roots and the creek, suggesting these locations offer continued opportunities for discovery and manipulation. The nature of their play varies, from directed exploration and tool use to quiet observation and even nature journaling. The nature itself fosters a range of rich learning experiences.

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Sugar Cane Lane is named after a fallen tree resembling a sugar cane. This small square with logs as natural boundaries is next to a public trail lane. Children are drawn to open areas and denser sections with low branches and uneven ground. They climb on the fallen log, step over or around it, and navigate varied terrain.

They independently explore areas with some physical challenges, such as uneven ground and low-hanging branches. They learn to assess their abilities and decide how to proceed carefully. Their play involves movement, negotiation of obstacles, and exploration of the environment.

My mentor did the safety inspection, noting the environment's suitability for children to naturally develop risk assessment skills. Later, she discovered a tree trunk broken in half, creating a safety hazard. She and other educators professionally relocated the children to a safer area.

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You will also want to pay attention to your mentor and other educators.

What are their strengths?

What do they get excited about?

What do they set up in the environment?

What ideas do they share with you?