Play, education, co-creation, music


Period: August-December 2021

Chair: Kristina Hagen Kohls

Artist: Kathrine S

Art form: Music


The wonder of the Snip story was based on how we could use music to support the pedagogical work in relation to creating school readiness, resilience and self-help, as well as giving children a curious mindset.

In parallel with LegeKunst, we have had a learning program, MiniNok.

MiniNOK and PlayArt have complimented each other incredibly well. There have been elements from MiniNOK that could be included in the PlayArt process and vice versa. For example, fixed seats, kindness and gratitude, sitting/lying positions have been few elements from MiniNOK, but which have been important for the PlayArt process.

Throughout the course, there has been great interest in how music can be used by both educators with a musical background and those without. This has been the starting point for the artist, Kathrine, in the organization of the course.

This has contributed to new learning for both educators, based on their own circumstances.

We have gained greater insight that a variety of music genres broadens and supports children's development and builds understanding of cultural heritage, music for different ages, moods and genres.

Before the Play Art program, we played mostly Kim Larsen, Nik&Jay etc. with a focus on the community. With Play Art, we have been surprised that the children are interested in everything from nursery songs to classical music. The concrete experience we take with us is to find a good balance between newer and old songs and to hold on to the cultural heritage, which creates unity across generations.

One group became very interested in listening to classical music. The children became curious about which instruments they could recognize and what mood they were in. The children requested pieces of music such as "In the hall of the Mountain King". This is a powerful piece of music with a lot of emotion. The children laughed, huddled together, waved their arms and felt the wide range of emotions in one piece of music. This has contributed to their curiosity and desire for repetition.

The second group was very interested in using rhythm cards/notes. Here the children were curious to first understand rhythms and notes and then to find the rhythm in the songs inspired by rhymes and rhymes.

We have been confirmed that engaged adults create engaged children. The adults have been very engaged in the process and this has been felt all the way to the children and their parents.

We continue with elements of PlayArt, which our new group of pre-school children will enjoy.