Imagining our perfect spaces

To comment on the art in this exhibition, please sign our visitors' book (Google Doc)

Child's piece in 3 layers. The bottom is a view over a harbour. Cottages on the hill overlook the harbour. The sea is dark blue. The middle layer shows an oil rig, a container ship and a plane emitting soke. The top layer shows a wind turbine and an aeroplane towing the sign 'Were good'.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 2 layers. The bototm layer shows a frog in a pond next to a tree, on a sunny day. Flowers bloom in the grass. The top layer shows recycling bins, a solar panel and a wind turbine.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. In the bottom layer two people are seated on a picnic blanket in a grassy area near a large tree. Sheep graze on the hills in the background. The mid layer shows chopped logs, while the top layer shows recycling bins.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. In the bottom layer trees laden with blossom stand next to a path and a pond teeming with wildlife. The id layer has a printed image of used bottles and a power station. The top layer shows a wind turbine.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 2 layers. The ottom layer shows a field of people and flowers with trees. The sun is shining. The top layer shows a wind turbine, recycling bins and a person on a bicycle.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 2 layers. The bottom layer shows a sunny day, trees, animals and grassland. The top layer shows recycling bins and a wind turbine.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. The bottom layer shows a sunny day with two trees. The middle layer shows litter and pollutants form a power station. The top layer shows new plants, a child on a scooter and recycling bins.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers, The bottom layer shows parkland with trees and logs arranged in a circle. The middle layer shows overflowing litter bins and the top layer shows new trees and recycling facilities.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. The bottom layer shows a sunny day with a rainbow appearing above a field with trees and a river. The mid layer shows a power station and a car. The top layer shows a solar panel.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. The bottom layer shows tall trees in full leaf. The middle layer show a power station and litter. The top layer shows recycling facilities and a wind turbine.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. In the bottom layer a river crossed by a bridge runs vertically through the piece, with woodland and grassland on both sides. The middle layer shows a traffic jam and a power station. The top layer shows people cycling and a wind farm.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. The bottom layer shows tall trees in a forest on a sunny day. The middle layer shows discarded cans and bottles, a power station and chopped down trees. The top layer shows recycling bins and solar panels.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. The bottom layer shows a forest and its wildlife on a sunny day. The mid layer shows a power station and the top layer shows a green bin.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. The bottom layer shows a pond of tadpoles and a friendly frog. The mid layer shows a power station and a traffic jam. The top layer shows recycling bins and a wind farm.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. Bottom layer shows woodland, grassland and a river with a bridge. Mis layer shows a power station and signs reading 'Oil' and 'Petrol'. The top layer shows a bicycle and a pedestrians-only sign, and recycling bins.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

Child's piece in 3 layers. Bottom layer: two pigs graze in a field on a sunny day. Mid layer: A power station, a discarded bottle and a car. Tp layer: a bicycle, a scooter and a recycling bag.

We drew our imagined or real perfect spaces then overlaid them with images of what could spoil them and what we could do to strike a healthy balance.

it doesn’t have to be a negative thing. It can be inspiring. Let’s take our world, and let’s do something positive with it.

Teacher

We’re learning about nature and we’re not the only living things in the world. The animals can’t do anything about it and they didn’t do anything about it and so we have to.

School child

All these things are personal to us so it was quite nice that we could choose.

Schoolchild

All we’re asking them to do is care. Actually, at that age, all you want them to do is care about their environment.

Teacher