Snow story: Dybvad Børnehus (2022)
How have you experienced the co-creation between artist, educators and children?
There has been good contact between artist and educators. The educators have been quick to take control of the process. This has also affected the children, who have been very enthusiastic and actively involved in the process. Music has become something we share, something we do together.
How has the children's perspective been considered/included?
We have set a framework with a clear start and end. We used the same hello and goodbye song every time to create familiarity for the children. In between, the children have experimented with sounds and songs themselves. They have welcomed the new input. We have also learned that the adults' playfulness, light-heartedness and humor rub off on the children. This makes them want to be active and contribute themselves. We tried to stop each time while the children were at their peak, so that they would want more next time.
Do the children play different games and with different people than they usually do?
Yes, the process has taken place on the lawn and we experience that the play patterns the children have inside have been dissolved outside.
An educator says: One day, a group of children did an assembly by themselves, in the same way we usually do in play art fertilizer. They sang the same songs as we usually do, and one boy clearly took on the role as the leader of the assembly.
The strong children take the process and pass it on to others, including children they don't usually play with. When they see others making music, they ask for permission to do the same.
How do pedagogical staff act differently than they did before Play Art Fertilizer?
We have gained the tools to spontaneously make music with a group of children. The adults are more involved in the play than before - changed mind-set. If the children spontaneously start singing, for example when we are eating, we don't try to stop them. Often other children join in.
What has it been like to work with action learning?
Positive. We see some of the children differently now than before because we have the artist's perspective. We've been able to try out a lot of different activities and ways of making music. It's been a long testing process.
What has the artist gained from participating in Play Art Fertilizer?
It has been fun to be in a place where the educators have so quickly taken over large parts of the process and contribute as much as they have done here. It's also a little nerve-wracking, but it's definitely healthy not knowing how things will develop after the course.
What are educators still/now curious about?
We will work to include the individual activities in small doses in everyday life. Increase the presence of the individual child, follow the children's tracks and stop while the children are at their peak. The clamps that you can record audio on are great for creating small spaces where you can be present. The child's perspective comes into focus. During the process, we've gotten closer to the children than we do during other gatherings. Maybe it's the outdoor space that has something special? We would like to experiment more with that.
An educator says: "We did an activity where each child had to record a sweet sound in the playground. One boy wanted to record a baby sound from a child from the nursery. When he managed to get a clear recording of baby talk, he was very proud and walked around with the clip as a kind of medal on his shirt.
How will you use art, culture and aesthetic processes in the future?
We will follow the children's spontaneous play. Use the activities in daily life and try to include rhymes and rhymes. One teacher is uncertain when it comes to singing herself, but with the use of rhymes and rhymes, rhythms and music can be preserved as part of daily life for her as well. The adults will frame the activities as we have done in the course and let the children fill in the frames. We will blend the different experiences from the two groups and learn from the differences.
What points of attention do we need to take forward?
The presence of the individual child.