PLAY, EDUCATION, AESTHETIC PROCESSES, ART, CULTURE, COMMUNITY, MOVEMENT, DANCE, MUSIC, OUTDOOR LIFE, STORYTELLING
REGION: Hovedstaden
MUNICIPALITY: Copenhagen
PROCEDURE: 2021
DAILY OFFER: Børnehuset Land og by
Snippet story: Børnehuset Land og by (2021)
What wondering did you formulate in your SNIP?
Tanglopperne is a group that has challenges with noise and loud sounds. The children need to feel themselves and the other children in the group. A focus point from our side will be the dynamics in the group of children. We need to raise their awareness of noise and what consequences it can have for the other children, how we can use sounds in different contexts in a positive way and how we can use it positively together. Furthermore, link education to noise.
The Mussels are a harmonious group consisting of equal numbers of boys and girls. They are a curious and wondering group of children who enjoy challenging life. At the same time, they are also finding their place in the group as the older children have started school.
We therefore have the following questions:
How can we harness the energy and curiosity of children?
How has the process gone in relation to your wondering?
How have you approached the process?
Children's meeting: At Country and City
Country and City Gathering - Intro Song
Talk to the kids about:
- What is art?
- What is play?
- What is music?
The music museum brings 1-2 items that are used in the collection
In between:
Collect materials
Build instruments out of buckets, cans, bottles
Meeting 1: At Country and City:
Intro song
Outdoors - on the playground
Amanda does Stomp with the kids
Children bring something that can make a sound
Meeting 2: At Country and City:
Intro song with your own instruments
Conductor play
King's successor with rhythm and body
Finding sounds with drumsticks free play
Reflection on the first and second meeting:
At the first meeting, Morten (researcher) created a rhythm and the children stayed in the study of the instruments for a long time. First they oriented themselves to the instruments, and then they immersed themselves in them. They explored and immersed themselves for a long time - even if an angry neighbor came along. Two girls approached Morten, who made the rhythm, and wanted to form a band. It turned into a game for the girls.
In the second session, the intro song was repeated at the beginning and the children's group also ended with it, but with their own instruments. The instruments from the Music Museum were repeated from the first to the second session. The children used the "real" instruments for a conductor game. The children were very concentrated during the game. Afterwards, the children went to the playground where they played king's successor with rhythm and body. It was very much a controlled process/play.
Mette (educator) functioned inside as the one who delegated/participated/guided, and outside as the one who observed and supported. When the children had to find sounds in nature with drumsticks, it became more like free play, and Mette's role shifted to investigating with the children.
Third meeting: At the Music Museum
More children's games in play?
- Find your own instrument in the exhibition (children bring their instrument)
- Play - conductor play
- A fairy tale that we can put sound to. (Mette finds a fairy tale)
- Try out the electronic instruments
- Eating packed lunches
- Completion
Reflection on the work of our wonder:
- There was a lot of framing throughout the day. Would have liked to spend more time on the storytelling. We could have swapped the elements around so that there was more time for games and less time in the exhibition.
- The boy who had difficulty participating in the entire process was comfortable in the setting - intro song, review at the showcases went well, but he had difficulty participating in the omnibus. Mette helped.
- The educational role changes and becomes more reprimanding and less participatory when they are guests at the museum. Difficult with spaces where you have to try + exhibit.
- Mette has worked on the connection to the project when working with the children - mentioning the same words, intro song, articulations, involvement, building instruments as a bridge and valuing instruments during visits.
- Pictures of instruments that Amanda (teacher at the Music Museum) stepped on was a difficult game for the children because they couldn't see the pictures. Bukke Bruse had the recognizability, they had to use the body, moods, use instruments in different ways. It's a question of framing, but a free expression. A noisy boy could easily play quietly when the mood demanded it.
How have the children's perspectives been expressed?
From the very beginning of the program, the group of children and educators have worked on building their own instruments. At the first meeting at the Music Museum, the children brought their instruments with them, and on the tour of the instruments on display, the children were able to recognize their own. It gave them a sense of ownership that they could connect their own instrument to the instruments on display.
What changes have you experienced and recorded in your snap stories?
- During the process, Mette's role changes from one that focuses on calm/order to one that plays and explores with the children.
- Some children are more active since last time - the free setting allows for more participation. Mette supports one child's participation and through her relationship with him she knows she can draw on e.g. silly, play.
- When children are in a circle, there is more focus on their participation, which is why some children withdraw.
- Amanda's (teacher) way of taking over the room makes the children feel safe, they go with her and they are curious about what is going to happen.
- Two boys who struggled to participate at the first meeting want to find sounds and also want to show it to the rest of the group.
Do the children play different games and with different people than they usually do?
It's too early to tell, but as the program progresses, children who wouldn't otherwise participate start to do so.
Many different concepts of education in play:
- Behavior - being in a new place
- General knowledge of musical instruments
- Opening the world and finding your place in the world - who am I? How do I express myself? The instruments are magical.
How do educators act differently than they did before PlayArt?
During the process, the role of the educator changes from one that focuses on calm/order to one that plays and explores with the children.
Educators on the road - same roles, playing along when there's room for it. We are the anchor for discipline and support.
How has your collaboration been?
How will you use the lessons learned in your future work?
Wondering: How can the Stomp outdoor space support children who have good energy?
