The Order of Things  – Soil

Introduction

1. It is useful to start the activity with a brief introduction about the senses and how they play a role in science (e.g. through smell or observation) and in art (e.g. to generate personal responses); and how we can integrate different ways of using the senses to understand the world around us.

Collecting soils

1. Using a small container and either your hand, a shovel or large spoon, each participant on their own or in pairs, is invited to go outside to collect soil samples.
2. Participants choose a place that they would like to explore, either because they have some connection to it, or are interested in learning more about it. They take a sample of the soil from this place and write on the jar the location where it was found.
3. Modification – If necessary, teachers can provide all three samples to students and tell the students where the soil has been sampled from and why.

Sensorial exploration

1. Participants first explore and describe how the soils feel at the touch; their smells, colors, and textures; some questions may guide this initial exploration: does it make any noises? Does it have any associations for you? Does it bring about any memories?

Build vocabulary

1. For each sample, participants are invited to write down descriptive words about each soil sample in their notebook.

Making soil paint

1. Working with each sample, participants add water in a sample jar and explore the qualities of the soil again now that it is wet. They can shake the jars to fully mix the samples with water. The addition of PVA glue may help with making the mixture more consistent for painting purposes.

Paint a square of soil

1. In order to focus on the observation of soil, participants can paint a square in the middle of their sheet of paper; in this way they can observe and feel the colour and texture of different soils; compare them with others and against a soil-colour chart.

Discussion of soil types

1. The group discusses the words they came up with and build a common vocabulary about the soils. The facilitator will write them down on a board and include potentially new words that emerged during the observation of wet soil (stage 5 and 6 above).

Create – painting with soil (duo)

1. Participants are given painting equipment with the invitation to paint with water/soil samples. They can draw freely or take inspiration from the place where soil samples were taken from. A well-lit room with large table, and a calm environment will be best suited for this activity.
2. Modification: participants can work in pairs and switch roles at specific points. The reason for the partner paintings is to include a social conversation – without words – about the place and about the painting experience and subject.

Presentation of pieces

1. When the painting time is over participants arrange the paintings in an exhibit for everyone to see. Then the pairs each take time to give a short presentation about their paintings and what they mean to them.
2. Alternatively: If there is limited time, or a high number of participants, each pair can produce a short label for their paintings which communicates the inspiration and the process through which it was achieved.

Plenary

1. At the end, facilitators can give a ten-minute summary of the reasons for leading the activity, and what its goal was.