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Select one or more aspects of the project to try out.

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What needs to be cultivated and attended to in order to generate a living
inquiry and curriculum full of life?
Carefully consider this question and formulate a discussion of this in relation
to the tree projects. Identify elements from the tree projects that worked
together to create a rich inquiry. Include specific examples to show and
illustrate how curriculum took shape as a living inquiry and curriculum full of
life.
This should take up about 3-4 pages in your field book. It should include
some images (such as drawings or your own photos) as needed to help
illustrate certain aspects, and include written text (about 300-450 words in
total). This doesn’t need to be in an essay format. It can be short vignettes
of instances from the project.
To extend and more deeply develop this section you could weave in
connections to Jardine and Ingold and consider some of the ways their
ideas resonate with/in these projects.
Select one or more aspects of the project to try out. To do this you could adapt
one of the proposals offered to the children, engage with similar questions and
propositions, and go through similar processes of inquiry and experimentation.
Adapt as needed to fit your context and the materials you have available, but try
to engage with similar invitations and questions.
Create a detailed pedagogical narration of your processes and through it try to
pay attention to how understandings are generated, how relational ways of
thinking and knowing are cultivated, and the insights about the lives and relations
of trees, plants, or other living entities that are generated through the processes.
Attending to how these things take shape means attending to the processual
unfoldings, what happens between, how thought is generated, and the insights
that emerge through (not after) the engagements
!!!Please follow the instructions, including your process, how, and thoughts when reading the article.

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