MUSIC, COMMUNITY, RHYTHM, MOVEMENT

REGION: North
MUNICIPALITY: Aalborg
PROCEDURE: 2022
DAILY OFFER: Vejgaard Kindergarten

Snude storytelling: Vejgaard Børnehave (2022)

In the early stages of the project, Michael Bach was responsible for the planning and execution. This provided inspiration on how to create a space where the common third is music and singing, where the children feel seen and heard and where curiosity is awakened in the children. The first times we were inside, but as we wanted the process to be able to be moved outside, we emphasized that the props included in the process were simple and could be used by everyone. We therefore chose to buy drumsticks and large tubs to play on and with.

Children and staff have learned to play and clap to rhythm. And that music is many things.

Narration and observation of a morning of playful art:

HOLD 1

All children gather on the playing field and sit in a circle. The teacher says "hello to all children" and starts singing the song "hello hello" to all children. All children must stand up and get their heart rate up and sing and make gestures to the "bone song" - everyone has good energy, both children and adults. They make "fart rhymes" they make an imaginary magic wand. One adult throws an invisible wand until everyone is ready. All children get 2 drumsticks 2 children help distribute them. They greet the different surfaces "drumming" on targets, tires, etc. they quickly find a rhythm. They form a train and sing the train song and take a trip around the playground while drumming on other surfaces and singing the "train song" They end up back on the "ball field" where all children sit in a circle and the teacher asks for another song. The process ends with the coloring song.

HOLD 2

All children gather again on the "ball field", everyone sings the hello song and all children are asked their name in turn. The teacher mentions an animal she has seen, and it says "moo" as inspiration for "Jens Petersen's cow" everyone sings the song with gestures. The teacher asks if they can name another animal one of the children says "earthworm" all children stand up and move like an earthworm and finish with a frog "uh ad have you seen a frog one day". The second educator starts playing the tambourine, all children start beating the drums to the rhythm. All children drum on different things and areas of the playground. They find out what makes different sounds. They end on the "ball field" with another song with gestures. The process ends with a goodbye and thank you song.

That story is out - narrative

How has the daycare center worked with the last part of the Play Art course?

Educators 100%. What insights has this 3rd part of the program contributed?

As the staff had to plan and execute, there was a sense of excitement and nervousness about whether we could create the same drive as Michael. Michael was great at helping and guiding us through the process, reminding us to take ownership and make it our own, with inspiration from him. This put us at ease and soon the process became ours.

The staff and children are practicing for a show in connection with our Christmas event. This will take place in the playground with our props, drumsticks and large tubs. The songs will be Christmas carols to keep with the traditions of the season.

What concrete changes has the overall Play Art program created for the children, staff and the daycare center?

In the kindergarten, we wanted to create a process where the child's perspective is included in the process. We have learned that it is good to have a framework and plan for the process, where it is important that there is room for deviation. If you get too locked into your own program, it can be difficult to see the possibilities the children open up when their imagination shows, so we made sure to create a program where there was room and opportunity to follow the children's perspective and thereby let them become co-determiners.

Playful art has inspired the entire house staff and the other children, who have always looked on with curiosity, to play Michael Bach's music several times a day.

What have we learned about how arts and culture can promote play and education?

The children have learned to be together for something common. They have learned to say yes and no in relation to what they want to participate in. The children have learned to use their imagination and creativity through play and music.

Which elements of the pedagogical curriculum have come into play during the process?

We have a special focus on ensuring that the child's perspective was included as part of the process. All curriculum themes have been in play, social development and versatile personality development in relation to accomplishing something in social communities, and that the individual child was given the opportunity to express themselves. We carried out the course several times in the playground, which meant that outdoor life was in focus as well as body, senses and movement. Culture, aesthetics and community through a common third and common relationships. Throughout the course, communication and language were used a lot, both as a common message, listening and communicating.

How will we take co-creative processes further?

In the future, we will be curious and open to what others from the outside can inspire us to and with. Especially if we again experience things we don't "do" or can get better at in our pedagogical practice.

What values from Lege Kunst will we take into future projects?

Michael Bach was great at giving constructive criticism and feedback. This had a big impact on our belief that we were able to create a process in the playground where music and singing became a common third and individual rhythms became melodies that both children and adults could join in with.

The staff have been engaged and believed that they can embrace new learning. The process as a playful art, based on a wonder from one's own practice, has been good to work from and evacuate from.

What points of attention do we need to take forward?

- The staff have become aware that they can do something with music and music with children is many things. The process has made the staff more aware of the value of the process rather than what comes out at the end.

- The awareness that music is many things and we "can do"