Short story: The day stove inside Gøtu (2022)
The nursery's wonder: How can dance help develop children's education? We are curious to see what happens - if the relationships between the children change and if the boundaries between children and staff change.
Kindergarten wondering: We want to investigate how or if the relationships between children/children and children/staff are changed through dance, movement, play and education. Will a child who is "outside" get closer to the other children and become more included in the group of children? Will a child who is afraid of the "wind" change their behavior. Will the boys who don't want to dance change their behavior?
- How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
Artist: It's brilliant that you start with an "artist workshop", where I got to know the staff a little better and tried out my ideas. I was expecting it to be super difficult, especially doing something with nursery school children. It's been such a great experience. I wish there were more processes like this in schools and in society. Processes/projects whose sole purpose is to give children and adults a wonderful and perhaps new experience of themselves in the world. A process/project without assessments.
The Leader: Absolutely fantastic with the "artistic workshop". It was where we took the time to plan in detail how the division of labor should be, the children's groups, rooms, props, etc. Absolutely crucial to the process.
Staff: it was in the "artist's workshop" that we got to experience each other in these new situations and roles and tried out rooms and props. Diana has been very good at assessing and timing the activities.
- How have children's perspectives been expressed/included?
Manager and staff: In the beginning, the children were quiet and exploratory. It was crucial that we adults participated. Diana has been very good at reading the children and adapting the activities to the children's pace.
Artist: Totally surprised by how much the kids can do and how happy and curious they were.
- Do children play different games and with different people than usual?
Yes, we've seen some of that.
- How do pedagogical staff act differently than they did before PlayArt?
More children have become clearer to adults, as has the importance of the division of labor.
- What has it been like to work with action learning?
It's fantastic. It's so clear how important planning and reflection is.
- To the artist/cultural mediator/cultural school teacher, if present: What have you gained from participating in PlayArt?
Diana: Fantastic. I wish parents, schools and society were more conscious of allowing projects/processes to take place without you/children/adults being judged.
- What are the pedagogical staff still/now curious about?
What happens in the group of children and between children and adults.
- How will you use art, culture and aesthetic processes in the further process?
We will build on what Diana has started and experiment with play and dance/movement.
- What points for attention should we take forward?
We need to spend time planning, finding materials.
Measure the division of labor.