Environmental educators remain challenged by how to encourage people to make connections between environmental quality and human development in a way that is socially just and equitable for all living things. This article explores links between performance-based learning and environmental education pedagogy as one way to address this challenge. Sixteen children (8–10 years) from an Auckland primary school worked with a performance artist to present Lookout, an intimate performance by a child for an adult. Its intent was to juxtapose people’s different backgrounds, experiences and ages in a two-way communication of their view of Auckland City through an environmental lens encompassing past, present and future, while surveying the city from a vantage point. Analysis of data from focus groups with the children and interviews with their parents (also participants) showed that the Lookout process led to children developing a deeper understanding of Auckland City’s issues, a stronger sense of connection to their city, an understanding of the future, and feelings of empowerment. However, their parents’ learning was more tenuous. Three key elements to the success of Lookout for learning are identified, and it is proposed that these could be used when developing performance-based environmental education programs.

中文翻译：

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寻找学习：探索戏剧和环境教育教学法之间的联系

环境教育者仍然面临着如何鼓励人们以一种对所有生物都公平公正的方式将环境质量与人类发展联系起来的挑战。本文探讨了基于绩效的学习与环境教育教学法之间的联系，以此作为应对这一挑战的一种方式。奥克兰小学的 16 名儿童（8 至 10 岁）与表演艺术家合作呈现当心, 小孩子为大人的亲密表演。其目的是通过涵盖过去、现在和未来的环境镜头，将人们的不同背景、经历和年龄并列在一起，以双向交流他们对奥克兰市的看法，同时从有利的角度审视这座城市。对儿童焦点小组的数据分析和对他们父母（也是参与者）的采访表明，当心这个过程使孩子们对奥克兰市的问题有了更深入的了解，与他们的城市建立了更强烈的联系感，对未来的理解以及赋权的感觉。然而，他们父母的学习却更加薄弱。成功的三个关键要素当心为学习确定，并建议在制定基于绩效的环境教育计划时使用这些。