Paper short abstract:

This paper describes and analyses projects involving artists working with primary school children in their local environment. It will demonstrate how using visual media creatively can enhance the way children relate to changing nature both in their own country and through links with children abroad

Paper long abstract:

Although there is literature on communicating climate change messages e.g. (O'Neill S.J; Smith N.W (2014), Moser,S; Dilling L (2007), Doyle J (2011)) there is limited literature on using visual artists to work creatively with children on environmental issues in a primary school setting.

This paper aims to fill some of this gap by describing and analysing outreach initiatives from the climate histories projects associated with the Social Anthropology Division at Cambridge University.

One of the objectives of these initiatives was to stimulate thinking about global responsibility as part of a pattern of lifelong learning. These projects were aimed at sowing the first seeds in this process.

A range of artists: painters, sculptors, poets, storytellers and illustrators were involved across several schools and age groups. They used a range of visual tools and participatory strategies to unlock the creativity of the children. The sessions were designed carefully with the teaching staff and with reference to the curriculum.

Later projects developed the concept to include an international dimension which involved exchange of images, videos and experiences between children in different cultures in Europe, Asia and the Americas.

The paper will describe the development of the concepts and the overall structure of the projects. Two examples will be described in detail including ethnographic material on the children's experience.

It will also analyse how this form of educational interaction can embed concepts of the environment and environmental change within the children and, through the establishment of communication networks, within their wider community