Play, dance, music, drama, storytelling


Institution: Egeknoppen

Period: Jan-March 2022

Head: Karen Dorte Sand

Artist: Mette Trillingsgaard

Art form: Music

Kick-off meeting: Dec 2022

The art of healing in Egeknoppen

Educ. Head Karen Dorte S. Simonsen


- How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?

the crèche:

The children have been very trusting and welcomed Mette. Even the children who are usually reserved towards new adults have shown trust in Mette.

In the nursery, instruments have been set out before the start of PlayArt every Thursday, which has aroused the children's interest and they have been able to occupy the room at their own pace, based on the instruments.

The nursery school:

The kindergarten has found the co-creation very positive.

Both what Mette has offered and what Mette and the staff have created together have brought about changes. The staff experienced that it became difficult to follow the children's tracks, as many children had a voice that needed to be heard.

- How have children's perspectives been expressed/included?

the crèche:

In the nursery it has been a bit difficult to follow the children's tracks, as it is also important for this age group that the program is recognizable and structured.

If the children have become impatient and could not sit down for a song, the adults have changed the activity, for example to a movement song, thus taking the child's perspective as a starting point.

The nursery school:

The children had many clues to follow - it was a bit difficult to find time for everyone's ideas.

A ticket system with numbers was developed so that everyone could choose and know when it was their turn. In this way, different methods of following the children's tracks have been tested, despite the many voices to be heard.

At some point in the process, it became difficult to come up with new initiatives/initiatives because the children did not want things to change, as they were not finished with what they had just learned/tried.

- Do children play different games and with different people than usual?

the crèche:

The staff experience that one of the girls from the crèche has opened her eyes to more other children than she has had before, even when there is no PlayArt.

The nursery school:

The staff has currently not experienced any major changes in terms of play and play relationships.

- How do pedagogical staff act differently than they did before PlayArt?

the crèche:

It has become easier to include instruments in assemblies. The drums are the easiest instrument to use when an adult is alone with a group of children.

The nursery school:

The staff will as something new start using classical music for e.g. assembly. The kindergarten will use some of the new songs/ideas in other contexts, e.g. in the playground. They will also make more use of instruments

- What has it been like to work with action learning?

the crèche:

It has been exciting. There is a sense of wonder and the staff have changed their practice accordingly. For example, instead of a large group, they will try to divide the children into small and large groups. This change of practice comes on the basis of the fact that they experienced that the smallest kindergarten children were more participatory on a day when the older children were absent. With this change, it will perhaps be easier to follow the individual child's track, as there are fewer children to follow and there is more time and space for the individual child.

The nursery school:

The kindergarten will try to divide the children into two groups, so there are 7-8 children instead of 14/15 children, and do shorter sessions.

As the class of 2017, who have participated in LegeKunst, are moving house as of April 1, Roots is trying to take new children into a LegeKunst program to see what happens next. Will the process of LegeKunst be anchored in the entire group of children if they are replaced?

- To the artist/cultural mediator/cultural school teacher, if present: What have you gained from participating in PlayArt?

Mette says that it has been exciting to come to the institution.

It has been fun to try to work with an institution that already works a lot with music. The staff have been good at coming up with new ideas and making observations.

Music can do something - it can bring people together

- What are the pedagogical staff still/now curious about?

the crèche:

What happens when children are divided into small and large groups?

The nursery school:

Implement PlayArt in a new group of children with younger children.

- How will you use art, culture and aesthetic processes in the further process?

the crèche:

The nursery will use it for "motor assembly". They will use it as part of everyday life, not only on Thursdays, but short sessions every day.

Nursery school:

The kindergarten will use it for assembly.

Possibly invite children from 2017 over to the younger children so that they can help implement new songs and games.

- What points for attention should we take forward?

Be aware to keep using classical music to listen to - and move to.

Continue to use instruments.

Note the advantages and disadvantages of dividing the children into even smaller groups, as it gives space for the children and makes it easier to follow the children's tracks.

Introducing children to different types of music - education.

Link classical music to parents so they can see what is going on and what we are doing to the music.

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