DIGITAL MEDIA, MOVEMENT, DANCE, MUSIC, COMMUNITY, COLLABORATION, CO-CREATION, AESTHETIC PROCESSES, CULTURE, ART, EDUCATION, PLAY
REGION: North
MUNICIPALITY: Jammerbugt - PlayArtFertilizer
PROCEDURE: 2022
DAILY OFFER: Dagplejen Jammerbugt Kommune - Playgroup Åbybro gr. 3
Snudefortælling: Dagplejen Jammerbugt Kommune - Legestue Åbybro gr. 3
We currently have many young children, the youngest is 1 year old and the oldest 2 1/2. We are curious if they can stay focused on the activity for a longer period of time. Create a sense of security when starting new activities and create a sense of security in a large group.
How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
After each session, we have evaluated how the activity went and made adjustments for the next time - this could be a clearer ending - sequence or a discussion that it's ok that the children can't participate 100%
How have children's perspectives been expressed/included?
We have been paying attention to signs from the children - what do they express is fun - when are they particularly active participants? - when do they withdraw - some children have also been able to express preferences for certain dances or music. We have used pictures and video to look at signs from the children - their preoccupation with imitating the adults' movement - how they seek each other out and, not least, their enjoyment of the activity.
Do the children play different games and with different people than they usually do?
No - not that we've seen - maybe more outreach across groups
How do pedagogical staff act differently than they did before PlayArt?
Became even more aware of my own role in terms of what it takes from the adult to get the children interested in/stay in the activity.
What has it been like to work with action learning?
Even though we didn't have the most optimal conditions for working with action learning, it has still been very good to have an evaluation after each session - being able to adjust and adapt according to what we see in the children - gives more awareness of how important the learning environment is for the children's participation.
To the artist/cultural educator/cultural school teacher, if present: What have you gained from participating in LegeKunst?
It has been very rewarding to experience this age group - to feel their enthusiasm and their immediacy. Surprising how much they can participate
What are educators still/now curious about?
How we can convey other forms of expression to the children than the ones we are used to - music - dance. We are keen to incorporate the experiences from this process when we plan other courses with the daycare children. Experienced that it has been positive that the course has been as long as it has - the children have shown great joy of anticipation before each time - have requested to dance.
How will you use art, culture and aesthetic processes in the future?
Will be mindful of offering children other forms of expression - that it's about giving children knowledge of it.
What points of attention do we need to take forward?
That it is a really exciting project for both the daycare providers and me as an educator to participate in. The artist's approach has also had a big impact on our positive experience. The daycare children still ask when Birgitte will come and dance with them.
As a daycare educator, I would have liked to have been better prepared for my role in the project - and then it has not been possible to use Teams to share stories and pictures with each other and with Birgitte - it has been a real shame for the joint evaluation.
