CO-CREATION, PLAY, EDUCATION, ART, CULTURE, AESTHETIC PROCESSES, COMMUNITY, THEATER
REGION: Southern Denmark
MUNICIPALITY: Esbjerg
PROCEDURE: 2023
DAILY OFFER: Daycare Sønderris
Snow story: Daycare Sønderris (2023)
- How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children?
Fantastic! The chemistry has been great - the kids are really into it and love it when Tabita comes.
Artist: Lotte and Bente have been quick to come up with their own ideas so we can really create something bigger.
The children have also been good at picking it up - for example with the tape - in the beginning it was a magic circle, but the children wanted more "lines" of tape on the floor and made a "roadway" - it has become a game of putting tape on and helping each other with it.
They will also be happy to help you peel off the tape.
We've been good at talking to each other if there's something we don't understand - it's been really good co-creation.
We complement each other well.
- How have children's perspectives been expressed/included?
Children's perspectives are included when we don't just say: "No, we're only going to have a circle", but jump on the fact that it can easily become a roadway.
All have been active in red, yellow, green and have started saying other colors as well.
When we worked with puppetry, at first they wanted to watch, but in the final action they wanted to be active and decide where we are - for example, on a ship.
Children's imaginations really come to the fore when they have to imagine getting their feet wet.
- Do the children play other games?
Red, yellow and green are played with outside LegeKunst - both at DP and at home with the children themselves.
The kids also tap on tables and sand - just like we do on the suitcase - ever so quietly and sometimes with just 1 finger.
1 toddler, who is not with us but sits in a high chair, has also started imitating the others and "tapping" on his table.
- How do pedagogical staff act differently than they did before PlayArt?
We have become more conscious of the things we do - for example, whispering sometimes helps and we talked about being quiet as a mouse - we used this when Lotte had to call the doctor and the children were completely silent while she did so.
- What has it been like to work with action learning?
Great, fun, enriching and it allows you to be curious about new directions.
- To the artist/cultural mediator/cultural school teacher, if present: What have you gained from participating in PlayArt?
It has been great to have to relate to some new things, because the starting point was the learning environment, I deliberately used the things that the childminders already had, but put them in a new light with aesthetic learning processes, it has been a good challenge for me.
- What are the pedagogical staff still/now curious about?
Can we capture the children's attention in the same way Tabita does? We will try to find some things to work on and put in the suitcase so we can do something new.
We have a lot of things lying around that we can now use in a new way.
- How will you use art, culture and aesthetic processes in the further process?
We will continue to use what we have learned: e.g. red, yellow, green on the lawn or with chalk on the tiles. Possibly let the children make the track.
There are many things we would also like to use in the Playroom and share with the others: for example, the one about hanging up a sheet and doing puppet theater - we can perhaps choose 1-2 children to get behind the curtain and make up a story.
- What points for attention should we take forward?
Smaller groups are important: training in waiting their turn, but also because it's easier for them to write poetry together when there are only 2 than if the whole group is trying at the same time.
The size of the team is perfect - if we are to continue in daycare, it is good to have 2 childminders in the group and 6-8 children, otherwise there will be too many together.
It's important to use your whole body - point, jump and imagine.
We like to use calmness/touch after the actions - especially if it's been a wild game, it can be great to calm down afterwards.
We need to get the next actions started right away so we remember what we need to do.
- In the box below, you can formulate your own questions and answers:
Tabita: when I walk in the door with my bag, there's a boy (almost 2 years old) who always sneaks right up to me and raises a finger to his mouth, as if to tell us to be quiet? I'm not quite sure what he's trying to tell me? Maybe that we have a secret together?
