- Alie cooking up clams that she dug in a nearby mudflat during her week studying the local clamming industry,
- Sam turning bowls with a highly renowned wood artist, using locally sourced maple,
- Meg making wooden downhill skis from ash and poplar,
- Sydney making a GPS trail map and guide for Chewonki Neck’s hiking and running trails,
- Kate building a footbridge and retaining wall in order to increase access to a less used trail on our property,
- Grace conducting oral interviews about food security issues with members of the local immigrant population,
- Ellie working with and teaching our elementary school and outdoor classroom students, honing her outdoor education skills,
- Peter collecting data on invasive green crabs at different sites off of our peninsula.
- Stella harvesting sugar kelp with the owner of a local seaweed aquaculture business,
- Tom learning to tan a deer hide with natural substances at the Maine Primitive Skills School.
Why do we take time from our busy schedule to do these experiential projects? We believe that this type of learning, where students create, drive and own the content and process of their work, helps our students better achieve our five Goals for Graduates as well as fulfill our school’s mission. Let me explain.
Our Goals for Graduates can each be better accomplished through these inquiry driven projects.
Human Ecology Projects help accomplish our mission, too:
Chewonki inspires transformational growth, teaches stewardship and appreciation of the natural world and challenges people to build thriving, sustainable communities throughout their lives.
With the focus on human ecology, these projects give students a greater understanding of and connection to the natural world, they focus on sustainable use of resources, and they explore ways to create healthy, human communities. We hope, too, that by embarking on a highly personal project of their own design, students gain important skills, confidence and a better understanding of themselves.
-Ann Carson, Head of School