Ecoart Case Studies – Theory into Practice

In the second of three collaborative posts reviewing Ecoart in Action, artists Claire AthertonBeckie Leach, Genevieve Rudd and Nicky Saunter find plenty to discuss in a sample of the book’s rich collection of international ecoart case studies, complementing its earlier activities.


2,000 words: estimated reading time = 8 minutes + optional 18-minute video


The book Ecoart in Action: Activities, Case Studies, and Provocations for Classrooms and Communities has contributions from 67 members of the Ecoart Network, a group of more than 200 internationally established practitioners. This is the second part of a three-part review from four members of the ClimateCultures network, conducted as a set of conversations and short personal texts.

In their first post — Ecoart Activities – Working With Place & People — participatory arts practitioner Claire Atherton, teacher and storyteller Beckie Leach, environmental community arts projects leader Genevieve Rudd and entrepreneurial thinker and practical activist Nicky Saunter looked at some of the book’s 25 suggested activities and shared their experiences trying some of them. They’ve since met again on Zoom to share their thoughts on Section 2 of the book, which offers a wide range of 26 case studies from around the world.

As with the ecoart activities they discussed last time, part of the value of this conversational approach has been the different affinities and interests that our four reviewers bring to the exercise and the different access points they find in the case studies. The book’s intended audience is, of course, very diverse in terms of practices, backgrounds and areas of focus, and different readers will want to apply their learning from the case studies in different ways.

Free range conversation

While one of our artists read all the case studies to explore the range of theories and approaches, others flicked through, picking one or two case studies that most resonated with them. An early part of the conversation picked up on what is naturally a more theory-based quality to case studies compared with suggestions for practical activities, and how the book navigates the pros and cons of this. What Genevieve had identified as the ‘dip-in-and-outable’ approach of the activities in Section 1 is clearly an advantage here too.

Showing 'My Lonely Tree', a photograph featured in one of the ecoart case studies ('Sick-amour').
‘My Lonely Tree’, featured in the Ecoart in Action case study ‘Sick-amour’. Photograph: Joel Tauber © 2006

Claire: “What I like about it is that it goes into a lot more detail and you’ve got some of the theory and some of the pedagogy behind it, in terms of why they’d done what they’ve done. And I liked the more academic approach [but] I wouldn’t read through all the case studies from the start, because they are long and weighty.”

Genevieve: “I was really glad that, like the first section, it wants you to read on; it’s been designed to be really accessible. It’s littered with these diagrams and graphics. For me, that kept my attention because big blocks of text, I just find that too much. I really value that there’s the same approach as with the participatory, ‘how to’, part — the same style of presenting it is in this more theoretical side. It feels more digestible to me.”

Nicky: “Some of them are quite text heavy but they are broken up very clearly… Being the ‘action’ person, sometimes I went straight to the outcome section and looked at that and thought ‘That looks interesting’ and went back and read it. And sometimes it was useful to read it in that order so I knew what they were getting at.”

Beckie: “I think I’m slightly torn between how theoretical they were, that theory side — and feel that reading all the case studies together would get very repetitive in a way, whereas dipping into one or two was really nice — but also, as case studies of things that happened with people in them, I didn’t quite feel like I got enough of the people and their stories and how they found it. Which maybe is coming from a different angle.”

That last point was important to Claire too, who as a community artist feels that knowing what the people involved got from the project would help her decide what and how to take from the case study: “At the end of the day, the reason that I do what I do is for the people that I’m doing it for.” And Genevieve took this further, reflecting on how some of the themes in the case studies address climate justice or violence in different contexts, which can be “a really personal, direct experience, and something more of that could have been amplified. That ‘humanness’ of it.”

As you will see in the video extract from their free-ranging conversation, as well as taking ideas from several of the book’s case studies and their personal impact, our four reviewers took these and the book itself as opportunities to touch on important questions: what is included in ‘ecoart’ and who decides, what remains accessible and for how long after a project has ended, what is the legacy, and how might this field of practice become more visible with funding for cross-disciplinary work? In some ways, this book is an embodiment of the value of these questions and current responses to them.

Showing a group reflection in a pond, Lancashire, 2016 - featured in the 'Faculty of Social Arts Practice': one of the ecoart case studies.
Kerry Morrison and Chrissie Tiller, Reflection in Pond: FoSAP Cohort Launching their Paper Boats, First Residential, Coldwell Activity Centre, Lancashire, 2016. As featured in the ‘Faculty of Social Arts Practice’ case study. Photo: William Titley.

Ecoart case studies: creative activism

Each reviewer also offered a short text to say more about the case studies they picked out.

Nicky

As I seemed to be drawn to case studies that focus either on broad community-wide projects or single engaging actions, I decided to choose one of each to comment on here.

Sick-Amour is the name given to Joel Tauber’s case study on a tree in a “sea of asphalt” in front of the Rose Bowl Stadium in Pasadena, California. Over a period of time, Joel lobbied on behalf of this tree’s health, drawing attention to its beauty and the possibility that it could be propagated. Using film, community participative sculpture, and a local programme to take care of over two hundred of its “babies”. There is a reality and poignancy to this case study, as the original tree was chopped down some time later — a sad and shocking end to such a compassionate and inclusive piece of work. But the babies survive to make new trees for other places in the future.

Artist Residencies for Environmental Change is at the other end of the spectrum — a series of activities by a variety of artists along the thirteen kilometres of Plum Tree Creek in Taiwan, polluted by rapid industrialisation, high-density population and intensive agriculture. Together they engaged over 80,000 people over more than a decade. Five different local artist teams used participatory programmes to create a huge range of activities together with educational institutions, NGOs, professionals and local residents. The main idea was to re-engage people in this fairly new town with their environment through this single river, which had been artificially straightened and was struggling ecologically. Partnerships with international artists brought different perspectives and activities, ranging from puppetry to walking maps, story-led conversations to local business engagement.

These two examples — and there are many more in the book — give a flavour of the range and scale of the work described. Whatever your own practice and working environment, there is something here you might replicate or gain inspiration from.

Beckie

The range of case studies in EcoArt in Action is exciting — there is such a variety of projects. For the purposes of this exercise, I have focussed on one (but it was very hard to choose). I was drawn to Kerry Morrison and Chrissie Tiller’s The Faculty of Social Arts Practice. This case study draws important links between socially engaged arts practice and Ecoart practice, looking at how both are collaborative and interdisciplinary. This is a boundary that my arts practice regularly walks and I found nuggets of gold in the suggested activities as an artist, and in their pedagogical approach as a teacher, particularly around the exploration of individual and collective identity and embodiment.

The case studies are short and I would have loved to see more depth — either from an artistic or pedagogical viewpoint (or both) — and heard more on the contents of the activities and experiences of participants. I can see beautiful ideas emerging about trust and risk, vulnerability and not knowing.

After reading this case study I am left wondering how I can find ways to let go of control in my practice — how can I collaborate more? Can I collaborate beyond the boundaries of species and discipline?

Genevieve

When we moved on to exploring the Case Studies section of the EcoArt in Action book, there was one image that stopped me in my tracks whilst flicking through the pages. Basia Irland’s Ice Receding/Books Reseeding is a fascinating case study of climate art. The image of a young child sitting on the bank of a river, ‘reading’ a book that — in the place where the words and images might be — sprouts lines of living seeds. The child sits with their legs crossed on the floor and their hands open, as if the stories of the living plants might be absorbed into their body from their still presence. I loved this example of climate art, which deftly balances expressing the melting and rising of sea levels with the quenching and reseeding of land.

Showing Basia Irland's 'Cleo Reading TOME II by the Banks of the Río Grande, New Mexico' (2007), one of the ecoart case studies featured in 'Ecoart in Action'.
Basia Irland’s ‘Cleo Reading TOME II by the Banks of the Río Grande, New Mexico’. Photograph: Claire Cote © 2007

This book carved from ice has, as Irland describes, been recreated around the world. In the way of water, my own imagination swells from the idea that each book melts and another book freezes from the same matter, flowing through the world’s water courses. For me, this case study is a beautiful example of an environmentally ‘light touch’ creative project, which is ephemeral in nature, whilst connecting with people and seamlessly communicating its rich complex message — I’m inspired!

It’s not enough to simply make art about the environment; as this book demonstrates, when you consider the lifespan and impact of the work beyond its installation or engagement, that’s ecoart in action.

Claire

I was drawn to Mo Dawley’s Wondering the Artist Book (an ecoinspiracy), as I am currently designing and producing a professional development and wellness support programme for Freelance Artists and this caught my attention. As it states in the overview, “the artist book [is] a consciousness-raising art form that conspires to question weary paradigms by inspiring wonder through multisensory connectivity”.

I was most interested in the different examples that are quoted throughout the case study and enjoyed looking up all the examples (although it must be noted that not all the links were active, which led to an interesting discussion about digital legacies and what happens when websites are no longer active or you leave a place of work and are removed from the website).

I totally resonate with Mo Dawley’s comment “At its essence, the artist book experience helps us to discover that our willingness to be open and engaged is ‘activism'” and I look forward to using the concept of Artist Books within my programme and await, excitedly, the outcome.

 


Find out more

Ecoart in Action: Activities, Case Studies, and Provocations for Classrooms and Communities, edited by Amara Geffen, Ann Rosenthal, Chris Fremantle, and Aviva Rahmani (2022) is published by New Village Press (outside the USA, published here). It is compiled from 67 members of the Ecoart Network, a group of more than 200 internationally established practitioners. The book is also available as an ebook, which may be an easier format to navigate between the various themes for some users. The Ecoart website includes discussion on the book and its ideas, with recordings from various events with various contributors and other Ecoart members.

This has been a review of the book’s second section, which offers 26 different ecoart case studies. For their discussion on Section 1 — with 25 activities for artists to experiment with — see Ecoart Activities – Working With Place & People.

In Ecoart in Action – Provocations to Creative Engagement they share their responses to Section 3, which offers 11 provocations.

Following up on the mentions of the Artist’s Book case studies, you can find interesting examples in an online collection from the National Museum of Women in the Arts in Washington, DC.

In their final post for this collaborative review, Beckie, Claire, Genevieve and Nicky will share their responses to Section 3, which offers 11 ecoart provocations.

Claire Atherton

Claire Atherton

An artist inspired by nature and using paint, clay, fabric and natural materials to explore how we intuitively respond to nature and the environment around us.

Beckie Leach

Beckie Leach

An artist, teacher and storyteller creating experiences for participation with the natural environment, and training as a facilitator in deep listening and the work that reconnects.

Genevieve Rudd

Genevieve Rudd

An artist exploring time and seasons using Cyanotype and Anthotype photographic techniques and leading heritage and environmental community arts projects through drawing, textiles and found materials

Nicky Saunter

Nicky Saunter

An entrepreneurial thinker, practical activist and campaigner, and creative artist who is driven by what we can do rather than what we cannot change.

Ecoart Activities – Working With Place & People

Artists Claire Atherton, Beckie Leach, Genevieve Rudd and Nicky Saunter have joined up to review Ecoart in Action: Activities, Case Studies and Provocations for Classrooms and Communities. This first of three collaborative posts samples the guide’s ecoart activities.


2,900 words: estimated reading time = 11 minutes + optional: up to 26 mins video clips


ClimateCultures editor Mark Goldthorpe describes the context for this innovative review:

In Autumn 2021, researcher and producer Chris Fremantle and I discussed a review of Ecoart in Action. Chris had co-authored this practical volume with other members of the Ecoart Network to showcase a wide range of ecoart activities, case studies and provocations to use with classrooms and communities. My discussions with interested members suggested a ‘multi-voiced’ approach: a collaborative process, generating dialogue from different practitioners’ insights. This review approach is well suited to the nature of the book — and ClimateCultures is all about stimulating creative conversations. 

Our four artist-reviewers — participatory arts practitioner Claire Atherton; teacher and storyteller Beckie Leach; environmental community arts projects leader Genevieve Rudd; entrepreneurial thinker and practical activist Nicky Saunter — work in different contexts and practices around the UK, based variously in South East London, Wiltshire and Norfolk. They held an ‘orientation’ Zoom call to introduce themselves and discuss possible approaches, before coalescing around the idea of together taking the book’s three parts, producing a blog post for each section.

Ecoart in Action. Cover design: Kevin Stone

A collaborative review – orientation

Their initial conversation brought out the book’s value as an inspiration, a resource with stories of contributors’ different approaches to ecoart, and a rich reference book of examples, artists and theories; there are clearly many ways to approach it.

Claire: “It’s a book you can use to get inspiration from in terms of your own ecoart practice, but also to look at different people’s approaches. To me, it’s a reference book, one you would go to and say ‘I’ve got this project, I want to work with this group of people, what could I do?’”

Nicky: “I found it interesting with some of the theory. I tend to duck away from the theory, and sometimes it can be useful. It was interesting to see where some of those practices came from, even if you don’t really need that in order to ‘do it’. So it being a reference book is useful: there’s intellectual learning, and practical learning and experiential learning that could come out, and I liked that: you don’t have to take all of it but there’s quite a lot there to take.”

Genevieve: “One of things I liked is there’s the practical examples and the process, that’s really important to me: it’s not just an activity that’s plucked out of nowhere, it’s grounded in something, and as you go through there’s the sense of people’s biographies, people’s stories — that it’s rooted. As a resource, it’s ‘dip-in-and-out-able’, because it’s not linear. You can flick it open and find something. And it’s introducing me to practices and artists I wasn’t aware of. For me there was a real sense of discovery, and now there’s so many wormholes to go down and people and projects to look up.”

Beckie: “I think there’s something important about how intangible ecoart is, and it’s not something usually you can go and see in a gallery or there’s not big shows of it because it’s not something that you can show in that way. And that makes it very hard to be aware of what’s going on and to experience it. So there’s something really valuable in seeing all the international practices and how it might be interpreted differently in different cultures.”

Settling on the post-per-section approach, the four decided they’d each scan the different entries in each section, share which ones grabbed them most to work with and then come together for a Zoom to compare experiences and reflect on the book. They’d then send in texts and images, with my role being to bring these together with clips from the Zoom recordings for added depth.

Discussing what use ecoart is in the world, they homed in on the Venn diagram from the book’s introduction, and how — as Claire observed — “It gave it a space in which it exists.”

Ecoart activities: showing a Venn diagram with Ecaort as the intersection of Art, Science and Community. From the book, 'Ecoart in Action'.
Three interconnecting fields of Ecoart practice. Image developed by the editors of Ecoart in Action © 2018

Claire: “It’s difficult when you’re moving away from traditional art practice; where do I sit, who am I? Am I a scientist, am I community worker, am I an artist? Well actually I’m all three of those things, to a certain degree. So that’s how I’ve looked at this book — it can help me to explore those three different facets within myself and bring those together in terms of my practice. … Arguing for its (ecoart’s) value, this book can really help in positioning that.”

Nicky: “We have a system that so clearly splits people between being scientists and being artists. Most people tend one way or another but use both, and can be very strong in both areas, and other areas as well. So I liked that, and it feels inclusive and therefore very positive. Sometimes even the word ‘art’ can feel quite exclusive in itself, to people who feel it’s not their space.”

Our reviewer-artists came at Section 1 with different needs, reflecting some of the diverse uses the book is likely to be engaged in. While Beckie wanted activities to try with her own toddler as an example of a non-formal teaching environment, and Nicky selected ideas to use spontaneously with a couple of young people in her own garden, Genevieve was looking for something to use with a set group of people in a session she already had planned, and Claire wanted the book’s help in creating a workshop she’d been commissioned to deliver in the New Year.

The immersion in Section 1, on ecoart activities, came just before Christmas. As it happened, Beckie couldn’t join in just yet because of family circumstances, so the first of the Zoom sessions went ahead with just Claire, Genevieve and Nicky, with Beckie then able to send in her reflections for this first post.

Planning ecoart activities

Genevieve

I purchased the book when it launched in 2022 and I was excited to have lots of inspiring ecoart ideas to draw from. As a community artist, I work with groups in an iterative way – the previous activity informs the next through reflective practice – so it has been refreshing to have external input to spark ideas. I was invited by a local arts university to run a talk with a workshop element to students, as part of an annual week-long programme encouraging students to try something new, explore different creative practices, and experience new ways of thinking and doing. This was the ideal chance to draw upon this book’s wisdom!

When I was flicking through the book, I found it really useful to have a ‘key’ to each activity in Section 1. For example, I knew I was looking at something suitable for undergraduate or graduate students, for a two-hour session and with an estimated group size of 10. The Perceiving Embeddedness through Collage activity by Cameron Davis stood out for me, as it fitted this context. Whilst the activity began with a walk as a core element for inspiring the activity that followed (which would be my own ‘usual’ format in my participatory arts practice), this wasn’t possible in the format I was delivering. The brief was for a talk with a workshop element, so I instead brought along a range of objects that had been collected in journeys from participants at previous projects and through my own arts practice.

Nicky

I started reading the book with an open mind, wondering which of my various groups might be up for participating in an activity. In the back of my mind, my criteria were: less than a day in timescale; something I could do in my local neighbourhood; low cost as I would not be using it in paid work.

Part 1 of the book is easy to read, with the consistency of layout meaning it is easy to find what each activity entails, how long it might take and what sort of audience it is suitable for. I quickly picked out a few activities that appealed to me and suited the criteria:

      • Award Ribbons for Places: making and giving awards to favourite places in a particular outside area, and sharing your reasons for your award. (This is the one I chose.)
      • Story Circles: people in a group each telling a story on a theme, adding to the overall richness and different points of view. (A bit too verbal and performative for my participants.)
      • Rethinking Fashion: exploring the footprint of fashion and making sustainable alternatives. (Too much time for my participants, but I would love to do this with our local XR group perhaps.)
      • Botanical Art Banners: studying local plants and painting findings onto banners for display. (I love this and think it’s a great way to appeal to different groups who might be interested in detail and science too.)
      • Lines of the Hand: using the lines on the palms of our hands as a starting point for patterns in the wider natural world. (This looks great.)

Claire

After initially being drawn to the activities Awards Ribbons for Places and Perceiving Embeddedness Through Collage, time commitments meant I wasn’t able to deliver either activity before our scheduled chat, so I used the book as a reference tool to provide inspiration for a forthcoming workshop I have been commissioned to deliver in January. Looking through the list of activities was simple and straightforward and I have chosen Story Circles as I feel this has the most relevance to my audience. I will report back on the delivery of this activity in future blog posts.

Showing 'Lines of the Hand', one of the ecoart activities in Ecoart in Action. Photograph by Claire Atherton
An example of ‘Lines of the Hand’, one of ecoart activities in the book that Nicky had considered using and both Genevieve and Claire had previous experience with: using the lines on the palms of our hands as a starting point for patterns in the wider natural world. Photograph: Claire Atherton, from a workshop led by Genevieve Rudd.

I spent a lot of time looking through all the activities to see the audiences, number of participants, duration etc in order to find one that fit the parameters of my commission. It would be helpful to have a grid at the beginning of the book that gives an easy way to drill down, based on audience type, ability (able-bodied / sitting activities), duration etc so that you can see instantly the activities, case studies and provocations that are relevant to your specific brief.

Beckie

I found this section of the book quite intimidating – it is dense and packed full of interesting ideas, but lacking pictures. Actually the premise of a lot of the activities was quite simple and accessible once I got into the text. I was drawn to Creating Rituals, Aborescence: a Score, and Cultivating an Ecocreative Mindset. I wonder if there is a way to format the activities so they are a little easier to read through quickly and adapt for different audiences?

It was challenging to adapt the activities to a non-formal teaching environment — but I think my particular context was also challenging as I wanted to find things I could do with my toddler and all of the activities in the book were designed for older participants and many required a much longer time frame. 

Working with ecoart activities on the ground

Genevieve

To find flow with my adaptation to the Perceiving Embeddedness through Collage activity plan, I framed the exercise around stories: how we’re each guided by different stories, values and experiences, and how this feeds into community arts practice. In my introductory talk, I shared examples of the elements that inform my work (I talked about these as my ‘deep roots’), and shared a couple of case studies of community arts projects that have evolved from these ideas (these are the ‘emerging shoots’). I was inspired by Davis’s ideas in the activity introduction on “embeddedness within this dynamic living whole we call life”, and reinterpreted this with my own drawing and thought process about these relationships.

Showing ecoart activities in context and metaphorically as deep roots and emerging shoots. Image by Genevieve Rudd.
Deep roots & Emerging shoots. Image: Genevieve Rudd © 2022
Ecoart activities: showing a drawing created during the workshop, inspired by the objects used. Image: Genevieve Rudd © 2022
A drawing created during the workshop, inspired by the objects used. Image: Genevieve Rudd © 2022

What I found particularly interesting about working from Davis’s idea was voicing someone else’s ideas and considering my own connection with them. It was useful for me to experience, as a facilitator. The provocations that particularly stood out to me were: “do you feel, in any way, that your object chose you?” and “entertain the notion that your object has presence”.

The group were really responsive to the activity and, whilst collage materials were made available to the group, they all chose to work in drawing throughout. To warm-up, I also added in some extra short exercises, some simple drawing methods that celebrated the qualities of the objects. The group generated some really thoughtful and evocative ideas in response to the objects they chose, including childhood memories, noticing the details and enjoying the texture, and reflecting on how their ideas could find a place in the world. I will certainly be using this activity as a starting point in different contexts, and can also see how it could be adapted for different ages and settings.

Nicky

Within our given timeframe, I happened to have two teenagers staying with me who did not know each other, one of whom is very shy and not strong at communication. I wanted something with a very low entry point, involving minimal art skills and some physical outside activity. The length of time was given as one day, which gives time to delve into the historical and social background of a place, but I found the activity could easily be shortened if focused on a more basic “what do you love here” question. We took about two hours and used my garden, which is large and has wild and woody areas as well as more open traditional lawn spaces, many trees, bushes and sheds. I hoped there would be enough interest for them.

After explaining to the two girls what we would be doing, we walked around the garden, looking for places we particularly liked, making a few comments, touching trees and plants, getting a feel for the place. Having each chosen two places we particularly liked, we went inside to create our own ‘awards’. I also participated, so I wouldn’t be hovering over them too much. I had some basic card, ribbons and string for hanging and paints/pens for decoration or writing that would all be biodegradable and so could be left outside to disappear naturally. I made a sample label-type award to help and one girl copied this, while the other made her own shapes and hangers. They seemed to crack on immediately with an easy understanding of what they were doing, despite one of the girls often finding art activities very difficult as she is unable to think of what to do. The prescriptive nature of this was helpful here.

We then went back outside, circling round to each of our own chosen favourite places, gave our awards and said a few words about why we had chosen this place. It was interesting to see we had all chosen different places and that we all chose trees and shrubs of some kind rather than the built environment. There was an instant connection to nature and an appreciation of its beauty not noticed before.

The girls seemed to find it fun and participated in taking photos and I found it quite moving to see their direct connection with other living organisms.

Using Awards Ribbons for Places in a wooded place. Photographs: Nicky Saunter © 2022 [click on images for full size]

I only touched on the possibilities of this activity, which could include so much more about a place and would work with bigger groups and over longer periods of time. Its flexibility is impressive.

Beckie

In the end we spent some time doing the Creating Rituals activity – making snow rock trolls and feeding the birds and squirrels. This was really fun and feeding the birds and squirrels together has continued as a regular activity – and I am thinking a lot about everyday rituals. 

Ecoart activities: Showing a photo of 'snow rock trolls' by Beckie Leach
Snow rock trolls. Photograph: Beckie Leach © 2022

In the following clips from their Zoom chat, Claire, Genevieve and Nicky share additional insights into how they worked with the ecoart activities in the book:

Clip 1 (6 minutes): Example activity – Awards Ribbons for Places.

Clip 2 (9.5 minutes): Example activity – Lines of the Hand; the book’s value as something you can come at as a starting point, a detailed, theory-led instruction, or a source of interesting thinking to spark your own ideas for activities.

Clip 3 (6.5 minutes): Example activity – Perceiving Embeddedness through Collage; the book as a rich source of references you can follow up.

Clip 4 (4.5 minutes): Using the book as inspiration for planning your work; issues navigating the book for different contexts; example activity – Story Circles.


Find out more

Ecoart in Action: Activities, Case Studies, and Provocations for Classrooms and Communities, edited by Amara Geffen, Ann Rosenthal, Chris Fremantle, and Aviva Rahmani (2022) is published by New Village Press (outside the USA, published here). It is compiled from 67 members of the Ecoart Network, a group of more than 200 internationally established practitioners. The book is also available as an ebook, which may be an easier format to navigate between the various themes for some users. The Ecoart website includes discussion on the book and its ideas, with recordings from various events with various contributors and other Ecoart members.

This has been a review of the book’s first section, which offers 25 different ecoart activities.

In Ecoart Case Studies – Theory into Practice, Beckie, Claire, Genevieve and Nicky share their responses to Section 2, which offers 26 ecoart case studies.

In Ecoart in Action – Provocations to Creative Engagement they share their responses to Section 3, which offers 11 provocations.

Assembling the Raven’s Nest is Chris Fremantle‘s review of fellow member Sarah Thomas‘s ecological memoir.

Claire Atherton

Claire Atherton

An artist inspired by nature and using paint, clay, fabric and natural materials to explore how we intuitively respond to nature and the environment around us.

Beckie Leach

Beckie Leach

An artist, teacher and storyteller creating experiences for participation with the natural environment, and training as a facilitator in deep listening and the work that reconnects.

Genevieve Rudd

Genevieve Rudd

An artist exploring time and seasons using Cyanotype and Anthotype photographic techniques and leading heritage and environmental community arts projects through drawing, textiles and found materials

Nicky Saunter

Nicky Saunter

An entrepreneurial thinker, practical activist and campaigner, and creative artist who is driven by what we can do rather than what we cannot change.

Object-based Learning in the Anthropocene

Geographer Martin Mahony introduces work with students using object-based learning to explore the material and intellectual challenges of thinking about human-environment relationships in our new planetary era — and launches a new ClimateCultures feature: Museum of the Anthropocene.


1,450 words: estimated reading time = 6 minutes


When I was first appointed to my teaching post in UEA’s School of Environmental Sciences I was fortunate enough to be given the opportunity to develop a 3rdyear module on a topic of my own choosing. The only restrictions were that it needed to appeal to the School’s new and growing cohort of geography students, and broadly fit within the School’s long tradition of research-led and problem-oriented interdisciplinary teaching.

Given the groundswell of interest within geography and beyond in the notion of the Anthropocene, and the platform the concept has created for critical cross-disciplinary dialogue about the causes and consequences of global environmental change, I opted to build a module around this new way of thinking about human-environment relationships. I opted too to use the module to introduce students to three vibrant sub-disciplines which, in their different ways, have engaged with the material and intellectual challenges of the Anthropocene, and might be transformed by it: historical, political and cultural geography.

Object-based learning — making the abstract concrete

But even with that disciplinary scaffolding, I still faced the challenge of finding something for the students to grab onto; something around which they could focus their intellectual energies, which could situate the usually abstract debate about the Anthropocene in particular places, times and contexts. I hit upon the idea of collaboratively building a Museum of the Anthropocene, into which students would submit an object which they took to be particularly eloquent of the historical, political and cultural transformations which define this proposed new slice of geological time.

Showing Plastiglomerate from Kamilo Beach, Hawai'i, displayed at Museon in The Hague, The Netherlands.
Plastiglomerate from Kamilo Beach, Hawai’i, displayed at Museon in The Hague, The Netherlands. Photograph: Aaikevanoord, October 2016, via Wikimedia, Creative Commons https://commons.wikimedia.org/wiki/File:Plastiglomerate_Museon.jpg

That lead me to read into the world of object-based learning (OBL)1, which has grown in popularity as a novel pedagogic practice of putting material objects, rather than texts, at the heart of the learning experience. For many of its proponents, it can transform student engagement with a topic by ‘grounding’ abstract knowledge and theory, and by awakening a wider curiosity about a topic.

Object-based discourse has risen to wider cultural prominence too – witness the preponderance of books and documentaries on a ‘History of X in 100 Objects’. In an Anthropocene context, objects can be a powerful way of grounding and situating an otherwise abstract and universalising discourse, of stressing the intertwining of matter and culture in human-environmental relations, and of helping audiences and students to cut a path through a thicket of historical and political complexity. The ClimateCultures series A History of the Anthropocene in 50 Objects is a wonderful illustration of how objects can help in tracing the connections between the personal and the planetary, and was an early influence on my teaching practice.

My module, ‘Human Geography in the Anthropocene’, runs over 12 weeks. Students are invited to start thinking about an object in week 3, to confirm their choice by week 6, and to be ready to submit their object and some accompanying text by week 9 or 10. We then stage the Museum as a sort of pop-up exhibition, inviting other members of the School to come and interact with the students and their exhibits. Students then have around three weeks to turn their public-facing text into a formal academic essay about what their object tells us about the historical, political and cultural geographies of the Anthropocene.

Showing the first Museum of the Anthropocene pop-up exhibition, 2018.
The first Museum of the Anthropocene pop-up exhibition, 2018. Photograph: Martin Mahony © 2018

Thinking our way creatively into the Anthropocene

While object selection is hard, and developing connections and insights into complex academic debates is difficult, students have generally responded really positively to the challenge. It gives them a freedom to explore something that is important to them. Sometimes that comes in the form of a family heirloom – a grandfather’s mining lamp, or a bank note from a Burmese PoW camp – or a person, social movement or work of art that allows students from groups that have been under-represented in Anthropocene discourse to explore the causes and consequences of environmental transformation from a deeply embodied viewpoint.

Showing some visitor responses to this year’s Museum of the Anthropocene exhibition.
Some visitor responses to this year’s Museum of the Anthropocene exhibition. Photograph: Martin Mahony © 2022

Other students get interested in the lives and afterlives of certain materials, like plastics, and how – in the form of ‘plastiglomerates’, for example – they represent the literal fusing of humanity with the stratigraphic record. Others home in on the material politics of oil and petroculture, or opt for new or emerging technologies around which new, more sustainable lifeworlds might be built.

I try to encourage students to think and write creatively; to explore the ‘scalar derangements2 of the Anthropocene that take, for example, the banality3 of the suburb or the strip mall and redefines it as part of the ‘terraforming assemblages4 that are remaking the planet with troubling consequences for human and nonhuman life. Sometimes the exploration of those connections and derangements can be deeply troubling, but throughout we emphasise – by leaning heavily on Bonneuil and Fressoz’s excellent The Shock of the Anthropocene5 – that the environmental crisis is not an accident. Nor is it the result of ‘human nature’ or even some inalienable nature of capitalism. The Anthropocene was not the inevitable outcome of human ‘development’, but was rather a product of political choices, made by people and collectives in particular places and times. We explore the politics of historical responsibility and blame6, but the overall point is the historical contingency, the non-inevitability, of the Anthropocene.

Object-based learning: artworks as a way to think about the Anthropocene. Showing Paul Klee's 'Angelus Novus' as Walter Benjamin's 'Angel of History'.
Angelus Novus, by Paul Klee, 1920. Walter Benjamin: “This is how one pictures the angel of history. His face is turned toward the past. Where we perceive a chain of events, he sees one single catastrophe which keeps piling wreckage and hurls it in front of his feet.”

As such, to explore the agency of objects is to explore human agency too. To examine, for example, how a technology as seemingly simple as an oil barrel has helped shape economic markets, political movements, and even democracy itself7, is also to examine how our socio-material world has been put together, and how it might be remade. So while our Museum of the Anthropocene can sometimes resemble the wreckage growing skyward at the feet of Walter Benjamin’s ‘Angel of History8, we emphasise throughout that the Anthropocene could always have been otherwise, and therefore that it still could be otherwise. To break the Anthropocene down into some of its constituent and material parts, we can begin to imagine how it might be put back together differently.


Find out more

Dr Martin Mahony is Lecturer in Human Geography at the School of Environmental Sciences, University of East Anglia, and a member of the Science, Society and Sustainability (3S) Research Group and the Tyndall Centre for Climate Change Research. He has published two co-edited books: Weather, Climate, and the Geographical Imagination (2020, University of Pittsburgh Press) and Cultures of Prediction in Atmospheric and Climate Science (2017, Routledge), and is currently working on Anthropocene for Routledge’s Key Ideas in Geography series, expected in 2024. 

  1. For insights into object-based learning (OBL) and its benefits, see 
  2. Derangements of Scale by Timothy Clark, in Telemorphosis: Theory in the Era of Climate Change, Vol. 1 (ed. Tom Cohen: Open Humanities Press, 2012)
  3. The Banality of the Anthropocene, by Heather Anne Swanson (Society for Cultural Anthropology: Member Voices, Fieldsights, 22/2/17)
  4. Scale Critique for the Anthropocene, by Derek Woods (Minnesota Review, 2014 (83))
  5. The Shock of the Anthropocene: The Earth, History and Us, by Christophe Bonneuil and Jean-Baptiste Fressoz (translated by David Fernbach. Verso, 2017)
  6. Teaching History on the Scale of the Anthropocene: Three Ethical Challenges, by Tyson Retz (2022) in Historical Encounters Journal, 9 (2)
  7. Carbon Democracy: Political Power in the Age of Oil, by Timothy Mitchell (Verso, 2013)
  8. Philospher Walter Benjamin’s concept of the ‘Angel of History’ was a response to the artist Paul Klee’s 1920 painting ‘Angelus Novus’, which Benjamin referred to in section IX of his 1940 essay Theses on the Philosophy of History. The image is used with Benjamin’s full text here.

ClimateCultures is delighted to be working with Martin to bring a selection of his students’ work to our site. Visit our new Museum of the Anthropocene section for further information on the project and an introductory selection of objects from previous students on UEA’s ‘Human Geography in the Anthropocene’ module. We will be adding new objects from the current students very soon. And for Anthropocene objects suggested by our members, visit A History of the Anthropocene in 50 Objects series. 

Martin Mahony

Martin Mahony

A human geographer interested in the contemporary politics of climate change, how future atmospheres are imagined, constructed, represented and contested and historical geographies of environmental knowledge-making.

Living (and Composing) in the Anthropocene

Composer Stanley Grill shares his Music for the Earth project and how his feelings about climate change have a way of turning into music evoking connections with the natural world and our obligation to be caretakers, not destroyers.


1,880 words: estimated reading time = 7.5 minutes 


By nature, I’m a loner and a contemplative – not an activist. By practice, I’m a composer – and music has, since childhood, been a source of solace and a world more real to me than the world of people and all of their strange beliefs that strike me, by and large, as entirely unhinged from reality. I am not a religious person, but inclined to believe that most of the stories people tell themselves to explain the world are fantastical illusions.

The view of mankind as a unique species somehow granted dominion over the Earth, a view held by many of the world’s dominant religions, seems evidently false – an example of humanity’s limitless hubris and nothing more. It seems to me that for the entirety of our existence on Earth, we have told ourselves such stories in order to silence the sheer terror that comes with an awareness of our insignificance. Perhaps Rainer Maria Rilke said it best and most poignantly when he wrote, in the opening lines of the first of his Duino Elegies, “Who, if I cried out, would hear me among the Angels’ Orders? And even if one of them pressed me suddenly to his heart: I’d be consumed in his more potent being. For beauty is nothing but the beginning of terror, which we can still barely endure, and while we stand in wonder it coolly disdains to destroy us. Every Angel is terrifying.”

Music for the Anthropocene
Angel, Cemetery Marseille, Provence, France
(www.flickr.com/photos/x1klima/28040991569 CC BY-ND 2.0)

Dating back to the very beginnings of human civilizations, our primary driver seems to have been the desire to subdue the terrors of that great Angel, the Earth, with its (incomprehensible in their vastness) forests, deserts, mountains, oceans, storms, earthquakes, volcanoes, and wild beasts. As our skills with technology grew, we walled ourselves in, we paved over the ground, we burned or hacked away at forest and jungle, we wantonly destroyed creatures we feared, and worst of all, abandoned our elemental connection to the Earth and its bounties, perceiving ourselves as somehow separate and apart from (and superior to) the myriad living creatures with whom we share the planet.

Our exact trajectory along that path is largely unrecorded and lost. What role did we play in the destruction of many long-extinct species as our species spread across the globe? How many once flourishing habitats did we transform into barren desert? Wreaking environmental havoc is not something new for us – it is a very ancient habit. Our relatively recent recognition of our role in climate change – and the fact that we’ve coined a new name for it – doesn’t change our past. We’ve always done this, even if the full extent of our impact on the planet is far from understood, remaining, perhaps forever, unknowably lost to time. The Anthropocene started a very long time ago.

The connectedness of everything

While our need to tinker with the world without comprehending the consequences and ripple effects of our actions has been in our DNA from the start, the speed of those ripples has grown exponentially in the past century, exacerbated by vast increases in our numbers and our technological capabilities. It was only recently that I learned about the disappearance of the Aral Sea, one of all too many examples of overly confident people setting out, perhaps with good intent, to change one thing, without having a clue as to the consequences. The connectedness of everything was understood, to some extent, by at least a minority of people since the beginning of time, but lost time and again. And occasionally rediscovered.

While his books may now collect dust in libraries, Alexander von Humboldt discovered it for himself in the late 18th century, writing that “in this great chain of causes and effects, no single fact can be considered in isolation,” becoming perhaps the first explorer with a modern scientific outlook to acknowledge and document human-induced climate change. Those who tinkered with the Aral Sea would, one wants to hope, have thought better of their plans if they had read some of Humboldt’s books describing the impacts of deforestation he witnessed during his journey through South America. But, perhaps not, especially if profit is the driving motivation.

As I write this, struggling to frame out my thoughts, trying to piece together into a coherent whole the bits and pieces I’ve picked up without any organized study over the years, I always wind up face to face with the reality that, as bleak as our prospects may look from today’s vantage point, I am entirely powerless to do anything about it. For sure, all of this was beyond my ken as I was growing up. The inventions of our age all seemed so exciting and the future so filled with promise. Looking back, the repercussions of our actions seem evident, but then, we are all far more ignorant and stupid than we ever think we are. But, one fact stands out – the planet and the life on it is all one interconnected web and we tug and pull or tear any strand of it at our peril.

“Endangered World: Life Wall” by Xavier Cortada (CC BY 2.0)

Music for the Earth

Which brings me around to where I started. Whatever my feelings and thoughts are about this subject don’t really matter much. I can do little or nothing about it. But I am a composer – and while notes and ideas have little intrinsic connection, my feelings about climate change and the bleak future we’re careening towards at an ever more rapid pace do have a way of turning into music. We humans have always told ourselves stories to explain what we don’t understand or can’t control – and, guilty as charged, I tell myself stories for the same reasons.

I started a Music for the Earth series a few years ago, with the idea that perhaps, through music, I could have some small influence on any who heard it. Putting small black dots on paper that transform into vibrations in the air might serve to evoke in others a feeling of connection with the natural world and of our obligation to be caretakers, rather than destroyers, of the life that everywhere surrounds us. A story I tell myself…

Over the past several years, the series has grown – and more recently, I’ve started to get the music recorded. And I’ve created videos, either on my own or in collaboration with others, with music from Music for the Earth. These include Canciones de la Tierra, settings for mezzo soprano and viola of seven bucolic poems by Federico Garcia Lorca about the Andalusian landscapes that so inspired him. I find myself repeatedly drawn to Lorca’s poetry in connection with my thoughts about climate change and, more particularly, with my conviction that a corollary to our disconnectedness from the natural world is the ease with which we accept environmental catastrophe and human-caused mass extinctions without feeling a deep sense of shame and loss.

Lorca’s poetic and passionate essay The Theory and Play of Duende often comes to my mind when composing music. “The duende … Where is the duende? Through the empty archway a wind of the spirit enters, blowing insistently over the heads of the dead, in search of new landscapes and unknown accents: a wind with the odour of a child’s saliva, crushed grass, and medusa’s veil, announcing the endless baptism of freshly created things.”

We cannot really feel unless we are elementally connected to the life of the Earth. And, the corollary to this is that we will be unable to change our relationship with the Earth and all of the life on it unless we understand and feel duende. For Lorca, the spirit of duende was to be found in the Andalusian countryside, and so I turned to his poems of Andalusia for Canciones de la Tierra.

“Remember, you are this universe…”

Remember is a video collaboration with dancer/choreographer Mariko Endo (previously showcased on ClimateCultures) with music for viola and piano, intermezzi with themes inspired by poems of the Earth. The music in this video comes from the fifth and final intermezzo in my composition Remember – which is based on a song from my The Whirr of Wings composition – to a poem of the same title by poet laureate Joy Harjo: “Remember, you are this universe and this universe is you.”

Sea & Sky, for two violas, is a collaboration with violist Brett Deubner, the music inspired by and composed on walks along Cape Cod bay.

And, for the future, time and resource availability permitting, will be recordings of Gaia’s Lament for violin & orchestra, Gaia’s Song for piano and orchestra, Ode to Thea and Sulla Natura for string quartet, The Whirr of Wings for chorus, flute, viola and cello, and A Single Thorn for soprano, French horns and string orchestra, setting poems by Canadian poet Meg Freer.

Best wishes for a greener planet. 

And for any reading this, musicians or not, if curious about the Music for the Earth project, do browse through my website and, even better, if any others active in ClimateCultures want to collaborate on a project, please reach out. We can tell that story together.


Find out more

You can explore more of Stanley’s Music for the Earth and other projects at his site and his YouTube channel, and two of his works have featured in the ClimateCultures Creative Showcase: Remember, mentioned above, and Ahimsa.

You can find out more about Prussian naturalist, explorer, and geographer Alexander von Humboldt (1769–1859) in this piece by Maria Popova at The Marginalian, Alexander von Humboldt and the Invention of Nature: How One of the Last True Polymaths Pioneered the Cosmos of Connections – a review of the book The Invention of Nature by Andrea Wulf.

And you can read about the disappearance of the Aral Sea in this 2021 piece on The Meaning of Water site, The Aral Sea — More Than a Lake Is Disappearing…

To explore the poems that Stanley has quoted from and which have inspired his work, visit:

The image “Endangered World: Life Wall” shows the work created by artist Xavier Cortada. “Cortada created “Endangered World: Life Wall” using 360 red bricks along with stones deposited in the Netherlands by glacial forces during the last ice age. The work is a 2.1m x 8.5m wall created near the nation’s largest neolithic gravesite at the Hunebed Center in Borger. The 360 bricks represent 360 animals struggling for survival across 360 degrees. On each brick, Cortada painted the longitude where each animal lives. When a species dies out, the number is painted black. The animals are part of an interconnected web that includes humans. How many bricks can be removed before the wall of life comes tumbling down?” You can explore Cortada’s work at cortada.com.

Stanley Grill

Stanley Grill

A composer of music that attempts to translate something about the nature of the physical world or promote world peace, sparking positive thoughts and inspiring change.

Solarpunk — Storytelling for Futures We Want to Create

Writer Mick Haining returns with tales from the Solarpunk storytelling showcase that was launched by XR Wordsmiths with the aim of imagining futures we want and need to create, and which has given both writers and readers hope.


1,920 words: estimated reading time = 7.5 minutes


As a cliché, “There’s a first time for everything” might not be the best way to begin an account of our very first Solarpunk Storytelling Showcase, as we certainly did not meet many clichés among entries that came from a variety of ages and locations across the globe. However, it was Extinction Rebellion’s first global writing competition for all ages. And, hopefully, not the last.

“It was a really awe-inspiring experience to put this idea out into the world and then to receive so much excitement and encouragement from all sorts of unexpected people and places,” said Lottie, the force behind the initiative, “we were approached by writers, artists, dramatists, web developers, magazine editors and lots of other people keen to collaborate.”

There were so many questions to resolve for our little team of XR Wordsmiths. What would we call the event for a start? After a debate, we decided on ‘Showcase’ because we didn’t want to create the sense of a competition, since that would have meant there were ‘losers’. Nevertheless (and a little paradoxically perhaps), we also felt a need to recognize merit and that meant rewards of some kind. So… what ‘prizes’ would there be, who would be the judges, what would be the criteria for success, how do we advertise it, what are the deadlines…

It’s so tempting to say that we were sailing into uncharted territory but I don’t want to irritate the multi-talented readers of this with so many clichés to stop you reading any further. However, with the indefatigable and inspiring Lottie as our captain and chief navigator, we were steered home.

Solarpunk storyteling - showing artist Dustin Jacobus's illustration for 'The Tides Rolled In'
Illustration for ‘The Tides Rolled in’
Artist: Dustin Jacobus ©2022

Futures we need to create

We used our XR Wordsmiths social media outlets and contacted as many people and organisations as we could think of and the entries began to flow in. The judges did not belong to XR Wordsmiths but were experts in one field or another — we had primary and secondary school teachers, an author, an engineer, an eco-poet, and a Green-Party politician! In small teams, they were allocated stories from the three age categories (11 and under; 12 – 18; 19 and over) and over several weeks collaborated to reach agreement on which tales should attract a ‘prize’. We decided against a single winner and opted for three per category with further ‘honourable mentions’.

Among the prizes were full scholarships to Terra.do (an online climate school), in-person eco-design workshops, magazine interviews, animal adoption kits, eco-writing mentoring sessions, magazine subscriptions, Solarpunk anthologies, wildflower seeds, and audio versions of each story. The ‘winners’ are each having their stories illustrated by a team of artists from across the world (Chile, South Korea, UK, Brazil, US, and Canada).

Illustration for ‘Gabby’s First Kiss’
Artist: Rita Fei © 2022

All entrants were sent a grateful acknowledgement for having contributed and even those who did not meet the criteria for Solarpunk were sent a positive review of their submissions.

“I saw the angel in the marble and carved until I set him free,” said Michelangelo. Einstein and G.B. Shaw said something similar and who’s going to argue with them? That is the aim of Solarpunk –- to imagine a future we want and need to create for the Earth. The contributors certainly carved some moving stories out of their imaginations, creating future gardens of Eden that might seem unlikely… but talking to and watching people on the other side of the planet or getting into a machine and travelling through the air to meet them would scarcely have been believed possible in Michelangelo’s day. If readers want to check them out, they’re on our brand-new SolarPunk Storytelling site. 

Vision and imagination

Clearly, as expected, there would be novelties. These included ‘The Tides Rolled In’ with towns that not only floated but could travel, and Dahn’s hoverboard on which he floated above Gabby’s head in ‘Gabby’s First Kiss’. As the title of the latter suggests, though, people were still the same, believable beings with emotions and aspirations that should be familiar to all of us. Among the junior contributors, school was transformed into a place with floating desks and where the gym has an underwater racing track!

Illustration for ‘The Future School’
Artist: Hal Hefner © 2022

References to the past were plentiful, sometimes expressed simply and poetically, as in ‘Where Giants Will Stand’: “We are the people of fire, drought and flood”. In the stories, how humanity successfully responded to those challenges gathered together more or less everything we already know we need to do to preserve as much as we can and continue to make our Earth habitable. New rituals were envisaged to illustrate the return to an awareness we once had and that our Earth certainly needs right now — the essentiality of nature to our species. In ‘The Singer of Seeds’, the image of a seed is tattooed onto a young person following the ritual words: “The living being that will come from it shall be your companion for life. Wherever you’ll see one, you shall be protected; whenever you’ll see one, you shall protect it”.

Illustration for ‘The Singer of Seeds’
Artist: Mori © 2022

As you might imagine, picking ‘winners’ was not straightforward. We’re not all moved by the same music — just because we might like Bob Marley doesn’t mean we’ll all be fans of Beethoven. That didn’t mean that reading the submissions wasn’t a pleasure. One judge, Nicola Woodfin, wrote that “this was a reminder of how many humans there are on the planet with vision and imagination and the skills to communicate ideas about a more positive future for all living things” … “Many of the stories are still reverberating in my head long after reading them.”

Another, Lovis Geier, on her YouTube blog described her pleasure at reading stories from younger contributors. She was “flabbergasted” by “the level of knowledge these kids have about climate change” and added that if “an 8-year-old can write a story about how to fix it, then I think there is hope for us yet.” As a writer herself, her experience of the stories was such that it has decided her to write eco-fiction for that age range – “I am riding the wave of positive inspiration from this writing,” she said.

Lovis’s later YouTube interview with one of the teenage winners, 17-year-old Aël from near Paris — writing in his second language! — allowed him to describe some of the thinking behind his entry, ‘The Old Man and the Bird’. He pinpointed a cause of our current global plight by writing from the perspective of the bird who understood what the old man was saying but the latter could not understand the bird’s language… In other words, we have grown out of touch with nature although nature still understands us. “We don’t share a common language,” said Aël, “but I believe communication is still possible.”

Illustration for ‘The Old Man and the Bird’
Artist: Dustin Jacobus © 2022

My own favourite was ‘The Tides Rolled In’, whose central character, Afton, is a 13-year-old girl nervously preparing to address the governing adult assembly about crucial research she has carried out which “discovered an unintended consequence of their fishing practices on the marine ecosystem”. This is a young girl who had “never walked on sidewalks so steady it was said you couldn’t even feel the rocking of the waves”. In one sentence, the author has created an image of future life radically changed from ours and, from our present perspective as we read it, we know that all the world’s ice has now melted. There’s a touch of the Greta Thunbergs about Afton but, in this case, the author is again pointing at a huge societal change — a 13-year-old girl can advise Government scientists, be taken seriously and yet it doesn’t seem like an unusual event for that imagined future.

Solarpunk storytelling — building hope

That story is one of several being explored through online interactive drama sessions arranged by a group of German socio-dramatists, Dandelion Spaces. This is just one more way in which stories submitted to the Showcase will be given another opportunity to be explored and enjoyed.

I have taken part in a couple of those sessions and, indeed, facilitated one myself. It was a novel experience for me as a participant and leader of sessions through the magic of Zoom. As a teacher of drama in secondary schools, I had been used to a room full of adolescents who would not necessarily have chosen to be there. Yes, there are obvious limitations in the Zoom room — participants are mostly confined to their seats and the opportunities for physical interaction don’t exist. Nevertheless, a good story will draw an audience into it whatever the medium and I was pleased to see how willingly and effectively participants became characters in the stories being explored.

I was also glad to be able to devote a session to my favourite of the stories, ‘The Tides Rolled In’. I had the help of the author, Chris Muscato from Colorado, who read specific sections to stimulate imaginative responses and of my daughter, Florence, who took on the role of the central character, Afton. Following Chris’s readings, for example, participants swayed gently in their seats as if onboard the Floating Village, mimed their work in the seaborne community and reacted to their first sight of the capital city. Once accustomed to being inhabitants of the Floating Village, I took on a role myself as someone vehemently opposed to the idea of 13-year-old proposing essential changes to our world in order to provoke a heated debate. Shades of Greta…

Illustration for ‘Where Giants Will Stand’
Artist: Nico Lob © 2022

There will be lessons to be learned from the whole experience, which will inform our organisation of the next Solarpunk Storytelling Showcase and we will be looking at those soon because we’re keen to do it again. Captain Lottie pointed out that not one of us at XR Wordsmiths had been familiar with the Solarpunk genre — that has certainly been changed. She said that “it was amazing to hear from our entrants how the Showcase gave them hope again, in some way or another”. Reading them gave us a bit of hope, too, and, said Lovis: “Kids think that their stories have power if they’re writing them”. Hope and power … those two together create fuel for action or, as Carl Sagan, put it: “Imagination will often carry us to worlds that never were. But without it we go nowhere.”

The imagination is out there. Let’s get carving angels.


Find out more

You can read all the stories — and enjoy the illustrations — at the Solarpunk Storytelling Showcase from XR Wordsmiths: “a band/collective of writers who are deeply concerned with the climate and ecological emergency facing us all.” Part of Extinction Rebellion, they champion writing as “one way we battle against this emergency — we hope it spurs curiosity, concern, inspiration, reflection, love, rage, and also action.” XR Wordsmiths’ Lottie Dodd has also written about the Solarpunk storytelling at their blog. And you can read Mick’s previous ClimateCultures post introducing the initiative: Solarpunk — Stories for Change, where you will also find links to other resources on the genre.

Dandelion Spaces is a group that creates “transformative and regenerative spaces for people shaping transformation. Spaces that are like dandelions. … Dandelions will fly and multiply.”

Mick Haining

Mick Haining

A retired drama teacher and writer of short stories, plays and haiku on nature -- and 'rebel haiku' on post-it notes left in significant sites, usually