ABSTRACT
Introduction: This chapter explores how musical experiences in a woodland environment may enhance the restorative power of connections with nature for children whose social, emotional and mental health concerns have been exacerbated during the COVID-19 pandemic. Methods: A teacher and a Forest School practitioner participated in an action enquiry about communicative musicality experiences in nature. The practice was led by a teacher trainer and a music therapist who shared their approaches to musical improvisation and dialogic music-making to support children’s connections with natural phenomena. Together, the team compiled descriptive, narrative graphic and sound accounts of children’s musical journeys in nature to stimulate their self-reflections and theorising. Findings: New observable indicators based on ‘Flow’ variables relevant to the socioemotional needs of the children supported the evaluation of the children’s ecological music-making experiences. The team captured new eco-music-based knowledge, skills and values to address health inequities that were impeding the children’s learning. Implications: The study draws attention to the restorative effect of intertwining musical and ecological experiences as an opportunity for policy-makers and practitioners to enhance wellbeing and promote awareness of the interdependence of humans with nature. Thus, the findings are relevant to fulfilling wider strategies related to sustainable futures.
