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       Exploring Outdoors is a relative newcomer to the list of classes and activities offered at ECRS, although enjoyment of the outdoor setting has always been a part of schools and weekend events, with many activities taking place outdoors. The class emphasizes playfulness with and enjoyment of the natural world, individually or in groups.
       An important premise is that the outdoors is a constant resource for refreshment and renewal. It is available in the wilderness, of course, but also in any urban street where the sky is visible overhead, a bird can nest on a window ledge, or an ant can crawl out of a crack in the sidewalk, and in all sorts of environments between those two. Backyards, city parks, fields, the green strips along railroads and highways, hold surprises of beauty and interest whenever we wish to open our sense to perceive them. The focus is on observing and then playing with aspects of the natural world, with the emphasis on discovery and new insight rather than on learning facts.
       "Conversation with a Tree" encourages playfulness and imagination using the outdoors, specifically a tree of the players' choice, as the play material. As described here, it is a group activity, but could be a play experience for one or two.

Formation:

Outdoors, in a location with several large trees; informal groups of 2-6 players.

       Leader provides note paper and pencil if desired. Each group is directed to find a tree that they agree is interesting (in shape, size, location, etc.), to hold an imaginary conversation with that tree, and to be prepared to report back to the larger group some of the "information" they got from their tree. Leader suggests, orally or with a written list, some questions to ask the tree, such as: What is your name? How old are you? What was it like here when you were a seedling? Can you tell us some interesting event that has happened here in your lifetime? How long do you expect to be here? What do you think will happen to you when you leave? Leader instructs the group to return to a central meeting place in about 15 minutes.
       When the larger group gathers again, small groups take turns guiding the others to their tree and telling the tree's story. Allow about 5-8 minutes for traveling to each tree and hearing its story.

       Note: If the available area is large, designate boundaries, so that a group will not use the time wandering about to select the perfect tree.

       This activity calls forth an awareness of the color, shape and texture of small objects from outdoors, as well as the aesthetic decision making required to create a satisfying whole.

Supplies:

- Good quality facial tissue, as large as possible
- White glue, mixed with equal amount of water
- Variety of brightly colored yam and string
- Small, soft paint brushes for spreading glue
- Wax paper
- Newspaper
- Containers for glue mixture

Procedures:

Participants are asked to gather an assortment of leaves, grasses, small flowers and other natural materials. These need to be fairly flat, or soft enough to be flattened. For example, a soft flower 1/2 inch thick could be used, but an acorn 1/2 inch thick would be difficult to handle.

When each person has a supply of materials, the following procedure is used for the pressings:

Lay a piece of wax paper on newspaper.

Separate the two layers of a facial tissue. Place one layer of tissue on the wax paper.

Arrange natural materials on it in a satisfying and pleasing design, adding colored string or yam for accent if desired.

Place the second layer of tissue over the design.

Using a paint brush, apply glue mixture over the entire surface of the tissue, being sure to wet all parts of the tissue thoroughly. If a hole should develop around some plant material, it can be "patched" with a piece from another tissue.

When the pressing is well saturated with glue, it should be left to dry thoroughly and then peeled from the wax paper.

The design now gives the appearance of Japanese paper with the natural materials embedded. It can be displayed in a clear window, with or without a border of colored paper.

       During the Summer School of 1986, Eddie and I went fishing a couple of times in the early morning. On the first morning, Ed showed me his new tackle box. He was very proud of it, and he showed me every compartment and feature. For that few minutes there wasn't anything else that was as important as that box.
       Ed was that way about many things. When we played games or danced, he seemed totally involved in that activity and you just wanted to be part of it. He was completely involved in the joy of it and that joy was contagious.
       He had the same joy for people and belief in people and their potential/ability. One thing that is special about the activities at ECRS is that they let you participate and challenge yourself at whatever level you are comfortable with, at the same time providing the safety and support to go farther, beyond what you thought. Eddie was very much that same way about people, providing the support and encouragement to go beyond what you thought. That is one of the things I appreciated about him most, his encouragement and belief in me.
       I had a great time fishing with Ed that summer. The sun was just waking up and the camp was quiet and asleep. I don't recall that we talked much. We just sort of enjoyed the morning. I also don't recall catching any fish. But that's all right. It's the process that's important.

1. Pass a natural object around a circle of seated persons (for instance, a decomposing piece of tree, a fern, a piece of moss). As each person receives the object, he or she uses one word to describe the object. Can go around more than once.

2. Pass one or more objects the circle, eyes closed. Experience the feeling of holding the object, without having to label it. Then with eyes open, examine the object again. Discuss how the perception changes.

       There are many kinds of scavenger hunts that can be focused on outdoor discoveries. Pick a specific area of concentration and draw up a list accordingly, or use following one. Find one of two things that:

smell good
smell bad
feel soft
feel hard
look pretty
look ugly

       Decide which found objects can be taken back to a central place. This decision depends upon whether removing them will significantly disrupt the ecosystem from which they came: are there many more so that the removal of one will not upset the balance? will removal deface the area? will it be missed?
       Then show and tell each other about the found objects. If there is time and inclination, the group can also make a collage of their findings. This activity is a good way to see the diversity of the natural world.

       After a group has developed some ease with a natural environment and with each other, a still-watch can be a time for deepening their understanding of the natural world. It is a very personal activity and one which is done alone. Find a large area which is well away from human activity, where each participant can roam freely over the area until she or he feels especially drawn to a particular spot.
       As a still-watcher, it is important to quiet the usual busyness of your mind, and let your intuitive side have a chance to lead for awhile. Once in your chosen spot, try to be as unobtrusive and invisible as possible, letting life go on around you. Get to know that spot: the sounds, smells, feelings, activity. Let yourself feel part of it. There is no need to count, categorize, compare, explain. You don't have to come back with a product or an evaluation. The point is to become so much in tune with the life of that tiny ecosystem that you become a part of it.
       It is best to allow at least 15 minutes for a still-watch, more if that is comfortable for your group members. Call people back together to a central place when the time period is over, and give people a chance to talk about what happened.
       Some Native American cultures have similar traditions in which individuals take themselves apart to tune into the natural world. It is a way of learning that goes far beyond facts and figures.

       Choose a 40-50 foot long trail in a natural setting. Before your group comes together, gather 15-20 manufactured ("unnatural") objects and place them along the trail. Do not hide them under cover. Allow some to be more obvious in relation to their surroundings than others. When your group is gathered, tell them that there are a number of human-made objects along the trail and let them go quietly, one by one, down the trail to see what they can discover.
       Objects that are discovered should be left where they are until all have traveled the path. Then have a time for sharing what was seen as well as why some things were easier to see than others. Discussion can lead into a focus on camouflage in nature. Whether or not this happens, the unnatural trail is a good opening activity. It is a pleasant way to sharpen observation and focus in on the immediate environment.

       Choose a clear and level trail in a natural setting such as a woods or meadow or along a stream. Allow each member of the group to choose a partner, and be available to join someone who does not have a partner. Explain that each partner will have the chance to explore the surroundings without the benefit of sight for several minutes, while the sighted partner acts as a guide. Have blindfolds available for people who want them, but just closing the eyes interferes less with other senses. Make sure that the importance of the guide role is clear; the guide keeps in close physical contact with his or her partner, makes sure the way is clear, helps to introduce objects, and gives a sense of safety to the temporarily blind person. Encourage the participants to keep noise to a minimum, and make use of their senses other than sight. Then start couples, one at a time, slowly down the trail, allowing enough space between each couple so that they are relatively unaffected by those in front or in back. Allow 5-10 minutes, and then let the sighted and unsighted partners change roles.
       It is good to have time available at the end of this activity for people to share their discoveries or reactions. The experience can be a powerful one, and people want to talk about it.

       A cinquaine is a poem with a particular given structure. This structure can often provide enough safety to enable a group of inexperienced writers to delight in the process of writing a poem. The cinquaine has five lines. Once the topic of the poem has been decided, each of the lines elaborates on the topic in the following manner:

Line 1 - a 2-syllable title
Line 2 - description of title in 4 syllables
Line 3 - action in 6 syllables
Line 4 - a feeling in 8 syllables
Line 5 - another 2-syllable word picture

       Try writing a cinquaine in an outdoor setting with many trees. Break the group into partners, and then have all participants wander around the general area until they have each found a particular tree about which to write their poem. Partners should attempt to keep a distance from each other during this part of the activity so that each person's special tree is known only to themselves.
       Gather group in a central place, within sight of the participants' chosen trees. The group members then write their poems, one line at a time, following the leader's directions. When the cinquaines are finished, partners share their poems, and try to identify each other's trees. Allow for a general sharing time within the larger group so that those who want can read their cinquaines aloud.