Snood story: Børnehuset Krummerne (Autumn 2022)
- How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
C: It has been really good, with a good and clear division of roles in terms of impressions and expressions. Jo has provided the professional input on the processes,
L: Totally agree and also in co-creation with the children.
J: I also agree. It has been really enriching to get your views and insights into the museum world and the educational world. It has been a really good experience.
- How have children's perspectives been expressed/included?
L: The group we've had with us has been unstoppable. They have been involved every step of the way, both at the museum and in the relocation.
C: Everything we did was to include the children's perspectives in the act - where they were, when to catch them. Snowballs rolled when the treats were thrown by C and L. In the relocation, part of the didactics was a start-up with the children before and during the process.
- Do children play different games and with different people than usual?
L: they've been playing archaeologists since and gunner goose - the archaeology team with simple equipment that they use diligently. The younger ones learn from the older ones who have been on the course.
We have run it as a theme throughout the group, so there is a common reference in the group and can contribute to the games that have arisen. Not just in the PlayArt group.
- How do pedagogical staff act differently than they did before PlayArt?
L: Very much inspired by C in this process, but also to give the children more experiences of this kind. And the collaboration has also inspired other collaborations. The experience at the museum was very rewarding for both children and adults.
- What has it been like to work with action learning?
L: Always a fan of collaborative professional reflection, but it can be too voluminous.
C: the time to put our heads together is important, but mostly being able to enrich each other with our professional skills. The documentation track in LegeKunst is too extensive. The requirements are too extensive. L agrees. What has been rewarding is the time with the children.
J: When we reflect together, we become sharper at understanding the practice and the 10 minutes after each process has been very rewarding. Little golden eggs come out with several different perspectives on the children.
- To the artist/cultural mediator/cultural school teacher, if present: What have you gained from participating in PlayArt?
C: have gained a lot from LegeKunst. The practice and target group are not new, but working with the same group of children for a long time has given a lot. The collaboration with L has also given a lot about their profession and practice. The researcher's contribution has also been very rewarding.
J: has been in action learning practice for the first time and is a huge advocate of the co-creation process between equal people with different perspectives. I was curious to see what feedback her statements about theory would give. Has thrown herself into it with the theoretical glasses on practice. Constantly practiced linking theory with practice. It has been very exciting. Writing an article about the course now. Enjoyed the time with the children.
- What are the pedagogical staff still/now curious about?
L: We will continue. We like this form and would like to have many more small topic courses with a playful and aesthetic perspective. We would love to get out of the house more and have experiences that we can use in our play and expression.
- How will you use art, culture and aesthetic processes in the further process?
L: would like to use our own investigations up in the outpost inspired by LegeKunst or the museum.
C: Works with it all the time at the museum. LegeKunst does not stand out much from practice, but has been interested in a possible soundtrack inspired by the crumbs process. Explore even more how to be in a museum from the children's perspective. Framing versus following the children's initiatives. Some tasks have been taken further in practice.
J: must develop education and learn to research. Have drawn on LegeKunst in the job - have created a course called integration of research in teaching. Here, LegeKunst is obvious and relevant. Researches how can aesthetic teaching aids be used to support, for example, language and communication? How do you learn best?