Snow story: Resenborg - Daycare North (2022)
How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
Throughout the process, we collaborated with artist Poul E. Nielsen. Nielsen and from the start it was a very equal collaboration where artist and educators complemented each other and we grasped each other and the children's initiatives. Poul brought materials for various creative processes with the children, but at each auction, the educators had arranged something additional and we took turns participating/taking over each other's activities.
How have children's perspectives been expressed/included?
The children's ideas were immediately grasped by either educators or artists and we went that way. This meant that the starting point of the course was by no means the same, but we followed the children's tracks and what they were interested in. We had an idea of building two medieval camps and playing women and men from that time, i.e. testing the gender roles. However, the children were more interested in the materials used to make jewelry and weapons and the concept of "from farm to table" - we did a lot of campfire food, clay burning, etc.
Do the children play different games and with different people than they usually do?
Throughout the process and afterwards, the children played a lot of new games, we had made teepees, a time machine, drawn with feathers and ink and all this has been available to the children, which has meant that they have played in the "past" and told a lot at home about the process so that siblings and parents have also been to see and hear about it.
How do pedagogical staff act differently than they did before PlayArt?
The staff has become better at resting in the fact that the starting point and the product we may have imagined is just a starting point and this will certainly change in line with the children's initiatives and the fascination of what the children themselves can come up with and get the adults involved.
What has it been like to work with action learning?
It ties in well with our pedagogical tool PLC, so it has not been something new, but familiar and therefore not a burden, but a great tool to evaluate and develop practice.
What are educators still/now curious about?
Definitely continue to follow the children's lead and remain curious about their initiatives.
How will you use art, culture and aesthetic processes in the future?
From January, our senior group starts up in Resenborg and we will also introduce this group to some of the activities we did with Poul.