We learn a place and how to visualize spatial relationships, as children, on foot and with imagination. Place and the scale of place must be measured against our bodies and their capabilities.
(Snyder, 1990, pp. 98-99)*
A Walking Curriculum
This set of walking-based learning activities is designed to simultaneously develop a sense of place and to enrich understanding of topics and core competencies across the curriculum. It reflects principles and practices of Imaginative Ecological Education as it offers walking activities that engage student imagination and cultivate emotional connection with place. Activities are suitable for students of all ages.
The walks reflect a variety of themes, perspectives, and motivations. For example, students may be asked to find things (such as shapes, spaces or lines, evidence of growth or change, “the best” hiding places), to change perspectives (imagine being a beetle, a detective, or a visitor from outer space), to encounter the world differently (emphasizing one sense over another or moving through space differently), or to seek evidence of human-nature relationships. In all activities, the aim is to deepen awareness of the particularities and meaning of place.
These walking activities can
- engage the body, emotions, and imagination in ways that can increase familiarity with the local and natural contexts of school and learning;
- increase attention to detail, particularity and their attunement with place;
- connect place-based learning activities with cross-curricular goals;
- serve as examples for your own, place-inspired teaching ideas.
Important Links For Users
*Snyder, G. (1990). The practice of the wild. San Francisco: North Point Press.