MUSIC, THEATER, DIGITAL MEDIA, CO-CREATION, PLAY, ART, EDUCATION, STORYTELLING
REGION: North
MUNICIPALITY: Thisted
PROCEDURE: 2022
DAILY OFFER: Sjørring Børnehus
Snow story: Sjørring Børnehus (2022)
Research questions
How can IT and Science be incorporated into educational practice?
How have you experienced the co-creation between artist/cultural educator/cultural school teacher, educators and children and possibly researcher?
Educator: "I am absolutely thrilled and I also feel that the children have been."
The artist feels that there has been good support - both ways.
The educators articulate that it has been great that the artist has come up with a lot of ideas and then the educators have taken it as a starting point and together with the children added a little extra. The children have had space and time to play along the way, because it is important to remember to give time and permission for play.
Pedagogical leader; "This process has been something special", she sees this in both children and adults. It has been well coordinated and it has all come together.
The artist feels that there has been good contact and mutual sparring.
Artist; "It's been great to be involved and great to see the educator bring the iPad into the project."
The artist also articulates that it has been inspiring to see how the educators approach the children - they make time for the children. The artist experiences that she learns something
Artist; "Great that there is time for play in LegeKunst and that it is not product/result oriented."
Pedagogical leader; "I see you as really enthusiastic when you arrive. And you have engaged in the project with good observations and considerations."
How have children's perspectives been expressed/included?
The children have been allowed to go to and from according to their wishes and interests.
Educator; "It's hard every time - but it's great to see what happens because the children return to play".
One child brought a box of different fish, which were then studied and talked about. There were octopuses, etc.
Another child came to the kindergarten with a fish book from home. It was read aloud and the teacher googled some of the fish. Educator: "I didn't think I could be so interested in fish."
The children were particularly interested in dogfish. They have learned many new words along the way, such as dogfish, plaice and monkfish.
Do the children play different games and with different people than they usually do?
The children have increasingly moved away from traditional toys and play more with the elements that have been developed and added to the project. These are, for example, small fishing nets and bottle posts.
Some of the adults were disturbed by the fact that toys were occasionally brought into play that did not belong. However, the adults did not interfere when there was suddenly a car in the game. This created a good dialog for the follow-up reflection about who it was disturbing for and whether the adults had been curious about what, for example, Barbie was doing in their underwater play. Balance between adult and child control.
The children play the games they have played for LegeKunst between sessions. They also come and ask for the items used in the project. There are some games that have not been played before.
There are more communal games where everyone can join in, but there have been no changes in the small communities.
How do pedagogical staff act differently than they did before PlayArt?
Educators are thinking more about giving children space to play and also to be more participatory.
For example, when creating stories with Puppet Pals on the iPad.
There are several things the children are allowed to do more on their own terms after PlayArt.
What has it been like to work with action learning?
It works well in practice that there is continuous reflection. The educators have not thought about the fact that it has been action learning.
It could be a good part of daily practice to do these small reflections if you could fit it into your daily routine.
What are educators still/now curious about?
The educators will continue to work on the IT part, and also the way PlayArt is structured.
They want to work with creative things and connect science and IT. It has made sense to work with a coherent project that is being built up and added new elements.
It has been good that the project has been very compact and intense, with a few consecutive days and then some time in between before the next intense days.
Educator: " It's been great to immerse yourself in a topic (Underwater) and approach it in so many ways!
How will you use art, culture and aesthetic processes in the future?
There is a group of children who have not made videos, so the educators will continue to do so.
Likewise, the way the process has been carried out must be continued.
A few days of intensive focus on a theme, with breaks in between.
The LegeKunst program in Sjørring Børnehus was completed at the beginning of February - therefore no "OUTSIDE" interview has been conducted. The institution has just started their own part of the project.
