Snow story: Børnehuset Sommerlyst (2022)
How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
Good to co-create. It was a good experience for everyone. It's natural for an artist.
It's instructive to see what an artist can contribute and that we don't have to be able to do the same.
Catching the ball from the kids. The artist can capture attention in a different way, the elements that we are practicing using now.
We have discussed it at a department meeting: A colleague told us that she has approached transitions in a different way, for example.
Difficult to spread the word to colleagues from the start. Must communicate with colleagues and expect them to contribute and experiment. Start a communication to everyone. We can learn from that.
How have children's perspectives been expressed/included?
With Yasmin, we have followed the children's initiatives.
We have tried to make PlayArt magical. For example, a coffin used to have too many things in it, and now we have chosen to have only one thing in it, which creates a fantasy story.
A discussion about a child. a child who can be violent. We decided that the child's participation was important. The child was greeted by loud squeals from Yasmin and the child felt welcomed. The child was okay and not disruptive. In fact, the child could now contribute. We have created a new story that follows us into kindergarten.
The games change, for example, we see a robot game that evolves into a princess game where many children participate together.
Use our new experiences in other transitions e.g. waiting time: Two children were crocodiles, and when the teacher agreed to the idea, all the other children came and joined in the game while we waited in line.
The children's group is always calm after a PlayArt program.
Do the children play different games and with different people than they usually do?
Children play in a different way. Playing different and new games.
Ex-stop play is transformative and children feel that their ideas are being heard.
A child is changing a diaper and is preoccupied with a crocodile, we listen and play along, we usually wouldn't.
Have experienced that LegeKunst has created new premises for the pedagogical practice.
The children play well together - some friendships across the room. There are three girls across the room who play together now, but no big changes.
How do pedagogical staff act differently than they did before PlayArt?
Created more perspective throughout the entire staff group. For example, we have discussed: What kind of learning space do we want? How can we create better play opportunities?
Changed our mindset - found new tools - e.g. a suitcase as a tool.
We need to be aware that small things can change.
Playing along instead of controlling - and daring to use ourselves.
We practice moving children's needs and end by exhibiting the children.
Find opportunities on the children's terms.
What has it been like to work with action learning?
We've used the lessons we've learned. And we're using it now.
The reflection time has gone well - we're changing plans.
In addition to LegeKunst - has also passed between actions.
For example, it's good to have a start, end and middle - talked about it. It is important to maintain sparring and reflections in everyday life.
Change practice, e.g. staying in the game for longer.
Yasmin: We can't control and create success criteria for each child in advance. We have an idea, but we can't decide who gets inspired. Don't hold on but take time to explore what might bring a quiet child along later.
To the artist/cultural educator/cultural school teacher, if present: What have you gained from participating in LegeKunst?
More exploring - there needs to be room for life.
Remember that it's a creative process and that the day changes us - we don't know the day.
We've been brave together.
The kids are in - WE NEED TO PRACTICE.
Children and employees have been brave - We have unfolded together.
Fixed time aligns with others and provides freedom within the staff group.
Boundaries give freedom.
What are educators still/now curious about?
The preoccupation with learning spaces and our context - how can we have a more playful approach - needs to be challenged more.
Time needs to be more elastic. - not set a framework that our children settle on - we need to create spaces that show children that we can do things differently. Discussed in the living room.
How will you use art, culture and aesthetic processes in the future?
We will continue to work with what we have learned. Creative in the playful approach.
In the next phase. Special attention to ex in the collections ex morning collection - from the playful art frame to ex everyday life in other contexts.
Transitions and behavior. Don't walk away from having PlayArt. We will set aside time for the next 5 times.