Nature Inspired Art Activities to get your Students Outside

Outdoor Art Projects

The weather is nice for only a few months during the school year where I live. As a teacher, I make sure to plan opportunities to get outdoors during this short window of time to draw artistic inspiration from nature. 
Drawing from direct observation of nature is a wonderful way to build foundational drawing skills, and I do like to take my students outdoors to sketch. However, today I want to share a few easy outdoor art projects including Shadow Tracing, Nature Brushes and Land Art that are perfect for beginners. These projects don’t require expensive materials or extensive preparation and are less intimidating than realistic drawing for students new to art. 
These nature art projects can also work as collaborative art activities at the start of the school year or semester to build community among students. 

Shadow Tracing Art Activity

Shadow tracing is a wonderful activity to do on a sunny day when shadows are visible. Shadows show distortion, negative space, and shape in visually interesting ways, making them great subjects to explore with a variety of media. The basis of this activity is simple: students use art materials to trace the shadows they observe outdoors. The scale of the tracing and manner in which it is done can be designed to fit the needs of your students, age level and class goals. 

For materials, I've used butcher paper and markers, charcoal on toned paper, watercolor on watercolor paper, and pastels on large sheets of colored paper. There are so many possibilities! These tracings can also be reworked into collage and mixed media projects or turned into colorful hallway displays.
You can also decide whether you want shadow tracing to be an individual or collaborative group activity. I have taught it both ways for different purposes. Individually, it can be an introspective and meditative exercise for students to do in their sketchbooks or art journals, serving as a starting point for larger independent projects. For example, I have used this activity to explore positive and negative space as an introductory exercise for a relief printmaking project.
I've also used shadow tracing as a beginning-of-the-year icebreaker and collaborative project. For these cases, I opt for large sheets of paper or butcher paper so that 3-4 students can work on one tracing together. A colored craft paper roll would be a good option to use with chalk or oil pastels, especially if you want to turn these tracings into hallway art or a classroom display. This focused work encourages conversation among group members.

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I recommend choosing the groups ahead of time in the classroom and leading a conversation activity before heading outdoors. This way, students don't choose their own groups and have a chance to meet new people. Since the groups and paper are larger, I suggest scouting some good outdoor locations in advance to point out to students. Also, provide some tape so students can secure their paper to the pavement or a wall for tracing.
Looking for shadows also gives students the opportunity to be present in their senses and to view forms from a new perspective. Because shadows often reflect significant distortion from the objects that cast them, it can be fascinating to see how they move throughout the day. This activity can be an engaging way to connect natural science with art for a STEAM lesson.

Nature Brushes

Creating nature brushes from sticks and natural materials like leaves, pine needles, and twigs is a wonderful way to engage students in mark making and observation. By using wire, binder clips, and rubber bands to assemble these brushes, students can craft unique tools for experimenting with mark making using India ink. 
This activity encourages them to get outside and closely observe the shapes, textures, and structures of the materials they collect, honing their attention to detail. It's an excellent start-of-the-year project because it’s low stakes, fun, and accessible to all students, regardless of their prior art experience. The tactile experience of working with natural materials also fosters creativity and provides a relaxed environment for students who are new to art. 

How to Make Nature Brushes

I set up each table with a bin containing essential materials: florist wire, wire cutters, rubber bands, tape, and binder clips. Additionally, I place large Ziploc bags on each table so that students can use them to collect natural materials outside. Before heading outdoors, I provide a few examples of "brushes" to give students an idea of what they might gather. I encourage them to think about finding a suitable “handle” and then consider what they can collect for the “bristles.”
Once back in the classroom, students use the materials from their table bins to assemble their brushes. I have observed that florist wire is particularly effective for this project because it is both strong and pliable, allowing it to hold various natural elements securely. While students are working on their brushes, I circulate around the room distributing small jars of India ink, cups for water, and shallow containers for mixing.
I then give a brief demonstration on how to dilute the India ink with water and how to use their nature brushes to create different marks on paper, such as dragging, stippling, and pressing. Additionally, I place large sheets of paper on the floor so students can experiment with their long-handled brushes.
I often use this activity as the introduction to my Pen and Ink unit in my traditional media classes or as the start of my Digital Pattern Design unit in my digital media classes. 

After the work period, students participate in an informal gallery walk where they share their drawings and brushes. This activity engages multiple aspects of the creative process, including gathering, observing, creating, experimenting, committing, and reflecting.

Land Art Nature Art Project

For our "Land Art" inspired outdoor activity, each table is prepared with the understanding that students will use only the natural materials they find during their exploration. Before heading outside, I introduce the concept of Land Art and discuss influential artists like Andy Goldsworthy, who create visually striking installations using elements found in nature. I encourage students to observe their surroundings and think creatively about how to use these materials to craft eye-catching arrangements that are site-specific and ephemeral, meaning they are designed to exist only in the moment and interact uniquely with their environment.

As students explore and collect materials, I remind them to consider the principles of design—such as balance, contrast, and harmony—when arranging their finds. This activity is an excellent way to introduce these concepts, as students can experiment with how different natural elements interact in their specific outdoor setting. By working with what they find, they learn to create visually compelling compositions that emphasize the temporary and ever-changing nature of their surroundings.
Once back at their work areas, students begin assembling their Land Art installations using only the materials they’ve collected. I circulate among them, offering guidance on achieving balance and visual interest with their natural finds. This hands-on experience helps students practically apply design principles and understand how their work interacts with the environment, highlighting the ephemeral and site-specific nature of their art.
At the end of the activity, students participate in a group reflection where they share their Land Art creations and discuss the design principles they employed. This discussion allows them to reflect on their artistic process and appreciate the variety of approaches within the group. The experience not only fosters creativity but also deepens their understanding of design concepts through a direct and meaningful engagement with the natural world.