‘Place’ and ‘Interconnectivity’ are at the center of this pedagogy - employing exploratory techniques to discover a ‘place’, this approach is designed to highlight nodes at which disciplines intersect. At its core, this is an effort to depart from the fragmented processes of learning, to create an interconnected view of any system. This pedagogy interplays with the preconceived roles of ‘educator’ and ‘learner’ and investigates what it means to collectively build knowledge and make meaning of every experience.
Swamps in Scandinavia are shrouded historically and culturally as being places of dark mythical folklore, wastelands and unproductive zones. Over the last century, through the course of industrialization Sweden has lost approximately 90% of its wetlands. This chapter of ‘Swamp Storytelling’ in Gnesta, Sweden, invites 100 students from the local municipality school for an exploration into this landscape - through a series of pedagogical and artistic engagement called ‘The Swamp Camp’. Moving between the border of science and art, the project aims at bringing deeper insight into contemporary art production, socio-political thought processes and scientific methods.
Designing an outdoor program begins with a series of internal observations, documentation, bringing in multiple 'expert eyes' and debating the potential methods of discovery.
In this case, the thematic ideas that seem possible within the prescribed duration, objectives and age group, range from:
- nutrient flow being illustrated as a map and puzzle
- analysis of soil properties as a throwing sport and an artistic mural
- zonation as an orienteering challenge
- ethnobotany as a treasure hunt
- microhabitats as an artistic and photographic composition
- nutrient flow being illustrated as a map and puzzle
- analysis of soil properties as a throwing sport and an artistic mural
- zonation as an orienteering challenge
- ethnobotany as a treasure hunt
- microhabitats as an artistic and photographic composition
Analogue methods can be fun, tactile and very informative
SwampCamp manifested as a team based adventure that used navigation and mapping to steer participants through a seres of activities like botanical collections, soil analysis, sensory observations, photography and mural making.
The 100 students engaged with us through the school arts department. The intent of the program from a learning perspective was to provide a deep inspiration and curiosity for high school students. Artistic outputs were to be gained through physics, biology, exploration and team work. The practice of questioning and experimentation are inherent in both the arts and the sciences.
Our method focuses on the emotional and experiential influences as much as the content:
Fear to Belonging: Socially and culturally, swamps and bogs were dreaded places in this part of the world. The associations were that of fear, disgust, loss and the unknown. The swamp site chosen was intentionally within close proximity of the school and by virtue of its location has the potential to incul- cate a sense of ownership if the experiences gained are positive.
Information to Enquiry: The field based introduction to the swamp focuses on scientific methodology and artistic views, not conducted through instruction. Instead, the navigational nature of the activity was layered with cues for investigation encouraging teamwork and independent inquiry.
Truth to Perspective: The reflection component expands the student's idea of the swamp through abstract perspectives. By designing an experience of exploration, free expression, adventure and new findings - the participants collectively and individually recalibrated their opinions.
The end of SwampCamp is only the beginning of a true learning experience.
We intend for the immersion to provide participants with 'different ways of seeing' and a renewed sense of curiosity.
The program is designed to trigger ones ability to identify interconnections with seemingly disconnected subjects.
By constructing a simple kaleidoscope - a tool originally created for a scientific experiment investigates the presence of subtle art in its utility.
Placing their botanical field samples inside the device, each student had the opportunity to step away from the facts and reality.
This created a unique and abstract snapshot of their perspective of the Swamp.
Not only did they take back new information, discoveries, ideas and questions - they took with them an experience.
Immersive experiences can have profound effects on learning and collective memory.
Swamp Camp was designed & conducted as part of a pedagogical practice being developed and documented by EARTH CoLab.
Over the last eight years we have developed our pedagogy and refined the related methods using the Andaman Islands as our primary location.
In the next leg of our work we experiment with ‘translocality’ – applying this framework across multiple sites.
This is what we call ‘World as a Classroom’.
The process involves adapting our framework to fit new places.
Every new space is now a universe for learning.
In the next leg of our work we experiment with ‘translocality’ – applying this framework across multiple sites.
This is what we call ‘World as a Classroom’.
The process involves adapting our framework to fit new places.
Every new space is now a universe for learning.
