Our base level for music has been raised. LegeKunst has inspired us a lot.
The framework and implementation of the project has been prioritized in-house and chosen for, in a busy everyday life of the kindergarten. The whole house has contributed to the success of the two groups, both in terms of the activity itself and the organisation of reflection meetings each time.
The respect for "being who you are" has characterised the approach of the artist, which has given courage and desire to dare to move as an adult in music.
The artist has been so inspiring and hit us well. Came with good energy. Gave us new ideas, built on some of ours, showed us the way with children and instruments and presented many different ways to use the instruments.
We have seen and felt how the sensory experience of music positively affects children and adults and stimulates the desire to participate.
For some children, it has also encouraged them to be more experimental and exploratory. We have seen this through them saying their ideas out loud, singing spontaneously, singing along and being immersed in the music lesson.
We never really found a name for these moments with Pavlina, but it's certain that all the children know who Pavlina is - and when she came to the house, they associated it with play, music, joy and at the same time the adults in the kindergarten had prepared the music room and devised a plan - so all in all you can say that the pedagogical staff and the artist together, have made sure to be both the framers and co-curious into the project. This rubs off positively on the children.
Music is also a connector. We have seen this between a staff member and a three-year-old girl, where, alongside the music, the focus has been on creating a good contact and relationship with the girl. Music was here a good means to have a common attention to a common third. With good opportunities - through singing, playing and movement, to give smiles, facial expressions, words, movements, touches and be with the child. In this way we work with both the individual needs of the child and that all children should be part of the children's community.
The pedagogical learning environment we provide on PlayArt Day is characterised by taking into account the composition of the group of children and their abilities.
We have been conscious of moving in the three learning spaces, with adults either in front, next to or behind. We have mostly been in walking in front and beside. But we have become both more willing and more courageous to use the instruments, scarves, rattlesticks in our daily assemblies and to be more experimental.
Dissemination to parents has been through the children's network with pictures and diaries.
A few parents have joined us for a morning.
In a music project like the one we have had in LegeKunst, most curriculum themes are included:
Versatile personal development, social development, communication and language, body, senses and movements and not least culture, aesthetics and community from which I highlight one of the goals set:
"The pedagogical learning environment should support a variety of cultural experiences for all children, both as spectators and active participants, stimulating children's engagement, imagination, creativity and curiosity, and giving children experience in using different materials, tools and media."