Snippet story: The galaxy - Sunbeam (A) and Shooting Star (B) (2022)
How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
A: We would have liked to see more co-creation - needed to see ideas develop.
We did not experience co-creation between artist and staff.
B: We experience a good co-creation between music artists and us educators. There has been a good collaboration from the start with ongoing dialog in relation to the children's development and participation in the PlayArt program.
How have children's perspectives been expressed/included?
A: They have become more active, both in the use of instruments and participation in the singing games. It has been important that there has been plenty of time for the children to sit on the sofa, observe and get ready to participate at their own pace. The children have had a say and taken ownership. At times, the class has been too chaotic and more adult guidance has been needed to make it enjoyable.
B: The children's perspectives have been expressed through play, where they have had the opportunity to influence and participate. They have been creative in the games and the use of instruments. We experience a joy in the children when we sing at assemblies and play various singing games. The children participate as best they can based on their individual needs and level of development. Some children need help to push their boundaries and get out of their comfort zone.
Do the children play different games and with different people than they usually do?
A: As it was children from different groups, we were curious to see if the children would play together. There was very little of this. Since the setting was new, curiosity about the surroundings was more exciting than the activity itself.
B: We see a development in some children and they have become more adventurous in terms of taking the initiative, engaging in play and new play relationships.
How do pedagogical staff act differently than they did before PlayArt?
A: We now focus on music and use it in a more planned way in everyday life
B: We already do a lot of this in our daily work, but we're now focusing on using more music and instruments in educational games and activities.
What has it been like to work with action learning?
A: We saw that the children started to show recognition from time to time.
We use this when we work with music activities now.
B: It has been exciting to see the development of the children from time to time. They alternately contribute, recognize and are good at remembering the structure of the PlayArt process.
To the artist/cultural educator/cultural school teacher, if present: What have you gained from participating in LegeKunst?
A: Tina can see what it can become and has experienced development from day 1. Has experienced professionalism and good collaboration. She has succeeded with the 25/75 %. There have been some good conversations on both teams, between artist and employee. There have been some good wonderings and great dialogs.
B: Tina has experienced good collaboration and professionalism from the start. She has found that we have been good at involving and playing with the children. We have had good reflections from time to time and talked a lot about how we could do things differently and get all children involved.
What are educators still/now curious about?
A: We want to bring music more into the pedagogical practice and keep the children engaged in this activity.
B: We are curious about how we can accommodate more children and capture their interest by using music in our pedagogical work while taking into account the individual needs and developmental level of each child.
How will you use art, culture and aesthetic processes in the future?
A: We will focus on not intervening as soon as it gets chaotic, wait and see what happens - what does chaos lead to. What happens if I do something else in the middle of the children instead of stopping the children. It needs lots of movement. What happens if you kick a soccer ball with a rattle egg.
B: We will be mindful to let go of control and stay in the chaos to see what happens and how the games evolve.
What points of attention do we need to take forward?
A: There must be a clear framework where it is possible to develop in different directions.
It was so abstract at times that it made the children uncomfortable. It was so unclear what was expected of the adults that it made them feel unsafe.
B: We pay attention to creating a clear framework for the children. Repetition is good for predictability, children's development and coping skills.
We pay attention to following the children's footsteps.