#1138 Public School and Forest School Symbiosis

I wandered past the school’s library recently and noticed a young boy happily consuming dinosaur knowledge (and practicing his literacy skills.)

It was an idyllic picture of traditional learning…  except that he had snuck out of class to do so.

Public School and Forest School
Many know I have been teaching something most of my life and that I currently work as a teacher in a public school board and a Forest School. My passions belong to the development of youth – kinders to Grade 6 – as they develop their foundational elements (see Maslow’s foundational levels) that support academic and/or technical skills… and life.

Which is how I have found myself with a foot in both public school and Forest School.

Public School Love
I love the resources available within public schools including experts, funds, policies, and large quantities of people and students percolating to support as many youth as possible.

Forest School Love
I love the pedagogical ideas behind Forest School – specifically the Emergent Education Theory, or, less grandiosely, learner-led learning (LLL.)

Learner led learning allows students to follow their interests and puts the onus on the teacher to build balanced curriculum around the students’ curiosity.

public school

Learner led learning at Chelsea Forest School.

Bring the two ideas (LLL and Public School) together and you have magic.

Remember the dinosaur-reading boy in the school library?
He exhibited idyllic student behaviours – quiet concentration, independent, engaged learning. His behaviour was vastly different when he was expected to engage in a lesson in which he had little interest! In the library, he chose the learner led approach within a school board.

Managing LLL for the masses is no easy task, though. Answering to the individual desires and needs of millions of youth while addressing the data driven expectations of ministries of education and government benchmarks is no small feat.

But, it is possible.

A first step is recognizing that all people are different, learn at different paces and want to learn different things.

A friend’s son struggled at school. He has dyslexia. His school squeezed him into set avenues of learning and support which went poorly. All that interested him were cars – Volvos, specifically.

His mom planted the seeds for his literacy and math development through car manuals, car magazines, Volvo books. He learned traditional academic skills through his passion for cars. What does he do now? He’s a leading Master Volvo mechanic with a happy, fulfilling life. That’s learner led learning in action.

Forest School

Learner Led Learning at Chelsea Forest School – these students were mesmerized by what they found beside the trail. They were captivated (and learning)!

Within the last couple of years I worked regularly with a tough class in a public school board – they pushed my skills. Every lesson was challenging. I dreaded gym class because there were volatile students who could make the learning environment challenging for all.

One day, I came to gym with the prescribed lesson – protests started. I took a deep breath and turned the tables. “What do you want to do!?”

Students shared their ideas. Quickly, the gym transformed into a hub of four activities that students chose to join as they wished. I took a step back and watched. It didn’t follow the plans and I had to work backwards to see how it fit the prescribed curriculum… but all were engaged, smiling… and learning. It was one of the best learning environments I witnessed with the students. They had helped shape their learning environment.

The learners in these scenarios led their own learning with positive results. Good news for all.

Forward steps!
Ottawa Forest and Nature school launched a program to bring Forest School to the Ottawa Carleton District School Board. Select elementary classrooms were selected to go to Forest School one day a week for six weeks.

The effect? Positive. I asked Karen, a Kindergarten teacher whose class were involved in the Forest School program. One of the benefits she noticed was increased creativity in her classroom.

Chelsea Forest School offers a School Day Program where students spend one day per week at Forest School to complement their traditional school. One observation – students who struggle at traditional school often blossom in the hands-on, learner led environment. Why? They learn in an active, kinesthetic way with a different mindset – students are encouraged to follow their passions.

I’d like to see the collaboration continue between the ideas of Forest School and public schools. The tide is slowly turning as people see the benefits, strengths and collaborative potential of public schools and alternative pedagogical principles like Forest School’s learner led learning.

#1137 Teaching Beyond Surface Behaviours

I had never seen a more out of control environment – total disregard for any authority – it was ‘F— you’ on everything – if a student came into class late and was asked ‘Why are you late?’ it was ‘F— you…’ ”
Jim Sporleder; Past-Principal at Lincoln High School in Walla Walla, Washington; from CBC Ideas show: “All in the Family, Part 2.”

I recently got swallowed up by a CBC ‘Ideas’ discussion, above, challenging the norms of behaviour management in a classroom.

trauma induced behaviour challenges

Behaviour beyond the surface.

The program, CBC’s All in the Family (Part 2) discussed the basis and context of poorly chosen behaviour. In the documentary, the teachers tried something different… they did not impose immediate consequences but instead offered support (and an opportunity) for the young person to release the underlying stresses that caused the behaviours. Results were remarkable.

Low on Options – Bad Choices
In my own teaching and observations, I have seen students making bad choices. Often, students are immediately reprimanded and disciplined based on their surface behaviours. Early on, I was sure there was more going on than what presented itself.

In my first year supply teaching, I taught a Grade 6 class. After recess I learned one of the students had hurled an abandoned bag of dog feces across the playground. Gross. Inappropriate. Alarming.

After students cleaned up and the class settled I quietly took the pooh-throwing boy aside. I gently asked “What happened?” Initially he clammed up. With some quiet support he realized I was not, as expected, about to drop the hammer on him. He talked. I listened. He shared months (years) of angst, scape-goated-ness and fallout from not being listened to. Eventually, he knew what he needed to do and we talked about options and better coping skills.

His excrement launch was more a cry for help than a premeditated act of defiance. He knew what he had done was wrong. But in the heat of the recess moment he was low on options and high on stress.

I quickly learned from experiences like this that calm and supportive actions had a far greater positive impact than traditional discipline.

Trauma and Behaviour
In the CBC ‘Ideas’ program Teri Barila discusses her work with her Children’s Resilience Initiative:
From humble, early studies she found that adverse childhood experiences caused undesirable behaviours in schools. The behaviours came from stresses outside school and were often a result of poor coping skills rather than overt choices.

As my experiences grew I had more successes with challenged students in elementary schools. One winter, a student refused to come in, lying face down in the snow. The principal was called. No one could make him budge… I was asked to wait for the boy to come in… it was cold outside. After more than 20 minutes he showed no signs of coming in. I walked out to the boy and sat down quietly a few feet from him. After much silence, I offered, “It’s hard, isn’t it?

For the first time he looked up. After realizing he was not in trouble (again) he started slowly sharing perceived injustices from classmates and others. I listened and offered support. Slowly, I asked what he thought we should do. We went back to school. I connected with his teacher and the principal. I learned about his background. He had a tough home life, often made poor choices and was in trouble regularly. Over the next few months I was able to connect with the boy and help, slowly.

Executive Function
I was recognizing what John Medina, developmental molecular biologist, describes as an executive function becoming deregulated by long-term trauma: “When you are traumatized over a period of time you begin to understand that the world is out to get you, even though that may not be true… If you hit a dog enough, eventually they will growl at you… Traumatized children have a very fragmented executive function.” (quoted from CBC Ideas show, above.) This means students experiencing significant trauma behave differently – they do not have the coping skills to deal with stresses like many people do.

Research suggests a traumatized child will react poorly to confrontation or traditional attempts at discipline in the class.

High School Turn-Around
Jim Sporleder, Past Principal at Lincoln High in Washington State  suggests a new approach to inappropriate behaviours has a much better outcome. He turned around a tough school through listening and supporting rather than detentions, suspensions and expulsions.

In the CBC piece, Mr. Sporleder states part of the problem is teachers are pressured to meet test scores at the expense of base needs: “… test scores mean everything. ‘I don’t have time for this kid. I’ve got to get test scores up.’ … and yet when we show that we meet their social and emotional needs then we can get the learning… yet our system jumps to the top of the (Maslow) pyramid and leaves the social and emotional needs out.” (quoted from CBC Ideas show, above.)

He recognizes that, when Maslow’s basic needs are not met, students cannot pay attention to the higher needs of traditional school.

The solution?
I’d like to see more flexibility to allow teachers to specialize the learning to each individual. If student’s basic needs are met first, they will have a greater ability to absorb the learning.

While teaching my own elementary class I met a student was hiding his (lack of) literacy skills. He had come from a hard few years at home. When I met him he was falling through the cracks and didn’t want to come to school.

By focusing on his basic needs – emotional safety, belonging and self-esteem through a fun classroom environment – I made sure he enjoyed class and consequently ensured the school’s literacy programs would (eventually) reach him.

By the end of the year I received a letter from home: “Thank you for helping ‘Bobby’ achieve a great year this year. He is more interested and engaged than I have ever seen him…”

My learning continues…
Recently, I spent time observing, learning and teaching at an Ottawa school whose enrolment quickly increased by approximately 50% as it welcomed students from Syria. I was sometimes able to watch teachers whose support and nurturing made a difference to their new students. Some of the students barely spoke English. I can only imagine what the Syrians may have experienced. But what I did see were the smiles on their faces as they developed trust and the skills needed to learn.

My interest in teaching elementary school is to develop strong, confident, happy people.. For me, that includes teaching traditional subjects, but more importantly, it includes developing confidence, empathy, independence, and a desire to succeed at something.

Without support dealing with life challenges, I am afraid young people may take ‘pooh throwing’ to much greater acts of violence.
Listen, support, learn…

#1136 Art Projects

It’s a summer of art – art is everywhere.
La Machine recently roared through Ottawa. Crowds are looking for the fun.
That’s big art. Public, government-funded, fun art. I like it.

La Machine - public performance art

La Machine – public performance art

Art looms in smaller and less obvious ways…
I recently finished the first part of a year long Forest School Practitioner’s Course. We explored many of the aspects of Forest School and were asked to build tree cookies, shelters and wooden mallets as part of our teacher training. I loved making a mallet from a small cedar log and others became immersed in the art of art of crafting wood into pieces of practical art.

Craft art

Craft art

“Oh, I’m not an artist…”
I don’t accept that (but I don’t tell them I don’t accept that.)
Instead I urge them to just look, see, click. Smartphones are wonderful creative tools that open people’s creative brains. Look, see, click…

I offered two art walks related to my recent Watershed Exhibitions. We explored two parts of the Chelsea Creek watershed and I challenged participants to recognize or create art in any way they could. The art started flowing – it made me smile. By the end one participant started talking about triangles in composition – made me smile again.

It’s nice to see people pushing their limits… I recently taught a film photography course to someone whowanted to try something new

Art is everywhere © Stephanie B.

Art is everywhere
© Stephanie B.

Dr. Ken Robinson suggests children are creative artists but slowly lose their fearless creativity.

Art is everywhere.
Notice it.
Try it…

#1135 Watershed Exhibition at La Fab; Chelsea, Quebec

Excited, I am!
Come visit brand new works at La Fab in Chelsea, Quebec.

Details:
Vernissage – Wednesday, June 28th, 2017; 5:30 – 8pm.
La Fab; 212 Old Chelsea Rd., Old Chelsea, Quebec.
Show runs until July 23rd.

Large format one of a kind photographs

Watershed – Chelsea Creek flows through Old Chelsea, Quebec.

I’ll be showing my latest Watershed works, currently being framed.

They are captured directly on paper inside one of two large cameras including an 8×10, home-made, 50 pound, plywood camera/tripod. Each photo from these cameras is unique – no negative or fine art digital file exists.

Harry Nowell creates one-of-a-kind photographs.

Home-made plywood 8×10 camera. Photo paper is placed directly into the camera resulting in a one-of-a-kind photo – no printable digital file or negative exists.

I’ll also be presenting a brand new line of affordable, frame-able, colour Watershed Smalls.

The Watershed Story:
Almost 20 years ago my dear old dog, Tigger, and I wondered where the little creek behind our home runs…

Initially, a fun muddy adventure, we kept exploring up and down stream. After a few years I realized the art potential of such a project. In early years I shot predominantly on medium format slide film and produced large prints, limited to a print run of 5 of three different sizes.

In 2012 I discovered a process to place photo paper directly in larger format cameras creating one of-a-kind artworks.

In 2013 I built a plywood 8×10 camera to accommodate the larger direct paper process. With a year or two of experimentation I started producing works I was happy with. One element I love about the one-of-a-kinds is the basic process – no darkroom or digital manipulation process is possible. I get one chance to get it perfect in the camera – read a little about the process. Each photograph is unique – only one is produced.

Recently, I have started exploring with a smaller, colour, digital process. They are small, frame-able and affordable. There is no print limit on the smalls.

Old Chelsea photo project.

A reclaimed farm rests beside the Chelsea Creek watershed. Boulders remain as a reminder of clearing the fields. This is one of our new line of “smalls” available at the show.

Supporters
Ottawa River Keeper will support our visual adventure at La Fab. Why? Watershed is a 16 year visual journey (so far) along the Chelsea Creek 25 km watershed. Chelsea Creek flows (eventually) into the Ottawa River. We’re all connected – there’s just one watershed in the world. A small percentage of your Watershed sales at La Fab is donated to the Ottawa  Riverkeeper.

La Fab
La Fab is the gallery closest to the inspiration for the Watershed work. I started following the Chelsea Creek watershed in 2001 where an unnamed tributary trickles behind our home. I can follow the creek from our home almost to the gallery. I hope to do one artist’s talk creekside.

Hendrick Farm
A long stretch of Chelsea Creek ‘Watershed’ project meanders alongside the Hendrick Farm development in Chelsea. I am grateful for their support!

I’ve teamed up with some masters specializing in their craft:
1. Dave Andrews, master printer prints my colour works – both large and small.
2. Marie-Helene Drolet, master darkroom technician, processes and helps me experiment with my direct-from-camera paper processes.
3.  Mark Kittridge, fine furniture builder builds frames for my Black & White direct-from-camera originals. Like the unique photos they protect, each frame is hand crafted.

Custom, hand-built frames

Custom, hand-built frames

Our last show was very well received.
For best selection, visit the gallery early.

Details:
Vernissage – Wednesday, June 28th, 2017.
La Fab; 212 Old Chelsea Rd., Old Chelsea, Quebec.
Show runs until July 23rd.

4x5 direct from camera photography

Watershed Photography – Capturing Chelsea Creek on large format cameras.

#1134 Upcoming Watershed Events

Follow the Chelsea Creek Watershed with two events this summer. I have explored 20 km of the watershed over the last 16 years. I’ll be sharing some of my experiences at three events:

1. An Adult Forest School evening to explore the Chelsea Creek Watershed and…
2. An Ottawa School of Art photo workshop based on the art of “Watershed.
3. Watershed Art Exhibition – details to come…

Chelsea Creek watershed

Chelsea Creek watershed

1. Adult Forest School Along the Watershed.
Join us the evening of June 15th for a Forest School inspired play date – just for adults.
As a Forest School teacher I’ll lead you on an exploration of a small part of the Chelsea Creek watershed.

Meet at 7pm at Dunlop Picnic Field across from P9 in Gatineau Park.

By starting our adventure at Dunlop we will see three significantly different parts of the watershed. Be prepared for some hiking as we travel up hills and across flat terrain. We will stop to investigate interesting elements of the watershed.

Details:
June 15th; 7pm – 8pm.
Dunlop Picnic Field across from P9 (Meech Lake Rd.) in Gatineau Park.
Cost – Suggested donation $10.
Registration – send me a message – or connect on Facebook – and show up!

Please bring:
• Curiosity and smiles.
• Sturdy, comfortable footwear.
• Lightweight, long sleeve and long pants – ideally a nylon or quick drying variety. Think of gardening clothes. You may come back a little muddier than you started…
• Bug repellent –a citronella based product is effective.
• Water and (nut free) snack.

Chelsea Creek Watershed

Chelsea Creek Watershed

Watershed Photography Adventure and Workshop
Bring your cameras as we will be expanding creativity alongside the Chelsea Creek watershed, a 16 year art project starting in Harry’s backyard. Slowly, “Watershed” has grown into a travelling and expanding exhibition.

Harry Nowell leads this photo/art adventure following in the footsteps of his “Watershed” project following Chelsea Creek through Gatineau Park and Chelsea. On the first evening Harry will briefly discuss his long-term project including inspiration, process, and equipment.

Discussions will include:
• Technical and creative challenges.

We may also discuss:
• Art project development – what it takes to create a body of work.
• Equipment choices and demonstration of large format equipment.
• Opportunities /challenges of traditional, digital, analog and unusual formats.

Practical challenges:
Harry will introduce students to different areas of the Watershed project and guide participants to stretch their artistic practice, whether artistically or technically.

Critique:
Harry will offer critique to the participants on an ongoing basis. Digital cameras will offer the most immediate feedback but other formats are encouraged. Participants may email a small selection of photos for critique after the workshop.

Details:
Friday, Saturday and Sunday, August 11, 12, 13
Cost: $300
Register through Ottawa School of Art – scroll down to “S17DAA7:  Creating Photo Artwork on the Watershed”

Prior to formal teaching Harry worked as a commercial photographer and arts teacher for 20 years. He has explored 20km of the Chelsea Creek watershed over 16 years. His photo project “Watershed” currently captures photos on a 22 kg, home-made, plywood camera.

20174x5Watershed

Large Format Photography – Chelsea Creek Watershed

See you soon!
Another exhibition of Watershed artwork is coming up towards the end of June…

#1133 Education Information through Daydreaming

My wife found me standing motionless on our back deck staring at the half built tree house in our back yard. “What’s going on?” she whispered. I was absorbed in the creative process of the design/development of the tree house.

While I have a loose plan in my brain, the design process consumes a lot of creative energy and time to develop the next stages of the project. The process is influenced by research, engineer friends and serendipitous time that allows ideas to percolate.

I’ve used meandering mind process throughout my life while creating:
• stock imagery for the photo stock market
building cameras and developing art projects
• developing lesson / unit plans for students
• exploring my passions and path in education.

treehouse design

Creative play = new ideas

Quiet time with freedom to wander in thought has allowed for many breakthroughs in history.

I often spend time roaming the forest on skis, bikes or on foot and magnificent ideas often present themselves. Sometimes internet meandering opens doors, too. Below are some recent web wanderings in education:

Democratic Learning
People learn well when they are interested in what they are learning. Often I see students in class acting out or staring at the ceiling because they aren’t remotely interested in the lesson on the board. Last week I taught a challenging class with many characters who did not want to be there. In gym I asked what they wanted to do: “Floor hockey, basketball, hula hoops…” So that’s what we did. It was the easiest class of the day – students were engaged (and learning) because they had input and interest.

The Power of Outdoor Learning
I teach, part time, for Chelsea Forest School. We’re outside almost all the time. Students are learning at their own pace in ideas that interest them. It’s magical. I’m sometimes surprised at the learning that takes place when the students lead the learning – my job is to build the curriculum around their interests… I recently asked a traditional kindergarten teacher if she saw any changes in her students after they visited Forest School once a week for six weeks – “Oh yes! Their creativity grows…”

Better Behaviour Management
I often see “undesireable” behavious in elementary students. Understanding and changing the behaviour effectively takes patience and big listening ears. A year or so ago a Grade 4 boy refused to go out for recess. With lots of listening and gentle questions the real reason for his misbehaviour became clear – he was feeling uncomfortable around an overbearing boy at recesses. Connecting with the school support team, parents and addressing the boys’ actions helped resolve the situation while helping everyone save face.

So much to learn!
Our tree house grows, slowly, as I daydream the design. My teaching practice (and photo projects) continue to flourish as my mind wanders…

#1132 Watershed and SunStreaks Exhibition at Chrichton St. Gallery

Join us on April 7th to celebrate watersheds everywhere with a vernissage of original photographs captured along the Chelsea Creek watershed. Following the Chelsea Creek watershed for 16 years (and over 20 kilometres) I have seen abandoned cars, dramatic changes and solitary beauty.

The whole Watershed project started near this little bridge… The creek runs behind our home and, in 2001, I wondered “Where does the little creek go?” 20 km later I am still following Chelsea Creek with my cameras…

large format photography

The creek in Chelsea, Quebec that infected me with curiosity for the Watershed project.

Also on exhibit are innovative SunStreaks. Using an old blueprint chemistry I capture the path of the sun directly onto paper mounted inside  a plywood camera.

cyanotype

SunStreak – Meech Lake, Quebec. The sun’s path burns a line across the sky (and through the paper!)

Current work for both projects is captured in two cameras – a commercially manufactured 4×5 camera and a home-made, fully functioning 8×10 plywood camera.

Recent frames are also hand made by fine furniture builder, Mark Kittridge.

hand made large format camera

The 8×10 home made camera with SunStreaks. The camera and tripod weigh 50 pounds.

No negative or digital file is created while capturing the artworks. In both projects the final paper was placed directly in the camera. Through many attempts and mistakes I honed the process to create consistent works. Part of my attraction to the processes comes from the fact that, unlike traditional photography, there is just one finished product. While I could, technically, create two photographs at the scene, each would be unique.

Join us for the Vernissage:
April 7th; 5-8pm.
Crichton St. Gallery
299 Crichton St.,
Ottawa.

Support  Ottawa Riverkeeper  through the show!
A percentage of sales will be donated to the Riverkeeper as well as a donation from the Crichton Street Gallery. You may donate to the Ottawa Riverkeeper and learn about the good work they do at the Vernissage.

The show runs until April 29th.
Update!
Thanks to supporters of “Watershed.” I just sent Ottawa Riverkeeper over $150 as proceeds from sales of Watershed artworks at this show. Your purchases help support the good work the Riverkeeper does.

Thank-you!

#1131 Looks Like Learning

As I look back on the last 25 years I smile at some of my adventures: swimming with dolphins in the Pacific, planting a quarter million trees, teaching via skis, camera, classroom and the forest, and GoPro style commercial art years before GoPro existed…

With the adventures came many bumps in the road – both small pot holes and bigger sinkholes that took more extensive extrication.

But everywhere I’ve been (and continue to go) keeps bringing me to similar places – (reasonable) risk taking, progressive education and creativity.

Learning limitations

What Learning Looks Like – Risky Play

Some ideas and people that have always made me smile:

Alfie Kohn – “Kohn’s criticisms of competition and rewards have been widely discussed and debated, and he has been described in Time magazine as “perhaps the country’s most outspoken critic of education’s fixation on grades [and] test scores.”” (sited from Kohn’s site.)

Ken Robinson – Supporter of arts and progressive educational ideas. He has three relevant Ted Talks.

Learner Led Learning

What Learning Looks Like – Child Led Learning

Chelsea Forest SchoolChild Led Learning for National Capital area children.

Outward Bound – Exploring potential.

Learning takes many forms for many people – an idea that is often overlooked. I keep learning and realizing the potential in and beyond traditional classrooms. And so I’ll keep adventuring…

Multiple intelligences

What Learning Looks Like – Kinaesthetic Learning: learning by doing.

#1130 Forest School

Learner Led Learning

Forests – amazing classroom potential

It seems wherever we go in life we keep circling back to similar themes. I started teaching in the outdoors with Outward Bound in the mid 1990s and am returning to a taste of different outdoor teaching with Chelsea Forest School. The path to now has been an interesting one as my teaching philosophy continues to develop…

At school I excelled within the arts – physics and engineering were far from my core interests… until I needed them for an arts-based application.

About four years ago I wanted to buy a very large format camera to pursue a new part of my Watershed project. The negative from this camera is eight inches by ten inches. It’s a big camera. It wasn’t long before I realized the easiest way to acquire one (they’re expensive and scarce) was to build one myself. All of a sudden, I had a new passion for the physics of light applicable to designing and building a camera…. It made learning easy.

large format camera

Learning math and science through art…

This experience helped shape my philosophy of education.

During Teacher’s College I discovered  Forest School. I started learning about Forest School’s Learner Led Learning philosophy and fell in love with the idea. Why? At Forest School students are the driving force in their learning. Their teachers’ role is to build the curriculum around the students’ interests. Learners learn because they direct the learning… I wangled a way to visit a Forest School as part of my practicum and enjoyed what I saw.

Last year I had a great year. I led a traditional, but active, classroom. For me that meant as little sitting at desks as possible, more spirited debates, less worksheets, more hands-on learning. It wasn’t Forest School but I brought influences from many philosophies to the classroom.

Grade 4 classroom

Traditional Classroom Teaching

I saw the benefits of an active class. One of my students last year had had a tough year the year before. Initially he didn’t want to go to school. By the end of the year all that changed. I received a letter from his home that described the boy as thriving – his desire to skip school had vanished. Active learning has its benefits. Stories like this made me smile (more.)

This year I’m exploring my passions in teaching and enjoying some different contracts / opportunities…

I feel fortunate to be working a contract at Chelsea Forest School. The Learner Led Learning model is central to the teaching at the school. My job is to provide an environment that supports their interests and to build the curriculum around their passions. We spend almost all the time outside, in or near a forest.

child led learning

Chelsea Forest School learning

As a teacher it’s challenging – we need to support environments conducive to learning and be a catalyst as children discover and become engrossed in animal tracks, snow sculptures, bugs, imaginary space ships.

As a teacher it’s also lovely – watching students discovering, wandering, counting, building. I’ve never had to urge a Forest School student to get on with their work. Ever. Children always find something interesting and their work becomes play. And they learn!

… My 8×10 plywood camera still works well. It was designed and built with the zeal of true  intrigue – the essence of positive learning. That’s what learning looks like for me.

Home-made large format camera.

Home-made large format camera.

#1129 Holiday Print Sale

HoHoHo!

Looking for a last minute gift for someone on your list?
Are they naughty or nice?
I’ve selected sale priced and current prints available for either group.

Rock and Roll

Naughty or Nice?
You choose.
… ZZ Top not for sale

Prints from my days covering music starting at $25 for smaller, unframed prints. There are larger works, too, some framed. Printed by Dave Andrews.

Tanya Tagaaq, John Prine, Blue Rodeo, Herbie Hancock, Allison Kraus, Ben Harper, Kool and the Gang, Blind Boys of Alabama, Annie DiFranco, Sarah Harmer +++…

Music photos

Who do you know?

There are $20 posters, too:

Horse photography

Icelandic Pony

There are also current (and more expensive) original works from Watershed and SunStreaks work…

watershed photography

Watershed: One-of-a-Kind, Direct-from-Camera Originals

And I have a classic for your hockey lover – limited edition framed:

Classic Canadiana

Outdoor Pond Hockey

I’m currently available December 17th in the afternoon and could arrange other times to show some gift ideas. Please email or call to arrange a visit. Harry at HarryNowell dot com

We’re gearing up for some holiday cheer. We celebrate with more events than gifts but always aim to support local businesses.

Happy holidays to all…