Research articles and publications
On this page, you can view and read the research articles and other publications that have been written in connection with PlayArt.
The site is updated regularly as publications are released.
Date: May 2023
Type: Report
Publisher: Center for Cultural Evaluation
With this evaluation, the Center for Cultural Evaluation has aimed to investigate the significance of the LegeKunst programs in daycare centers in order to uncover the change processes that LegeKunst has initiated - both with the pedagogical staff and the children. The evaluation focuses on the daycare centers and is based on the practice narratives that document The LegeKunst courses.
Date: May 2023
Type: Journal
Publisher: BUKS - journal for child and youth culture, no. 67 2023
The thematic issue contains seven peer-reviewed research articles and five dissemination articles. The articles theorize, investigate and analyze the relationship between play, education, art, culture, co-creation and aesthetic processes based on the national research and development project LegeKunst.
The articles are aimed broadly at cultural mediators, teachers and educators who are curious about how to bring art and culture into everyday life in a playful way. The articles are also aimed at teachers at the country's university colleges who teach educators and student teachers in art, culture, aesthetic processes and play. Finally, the articles are aimed at researchers in the fields and anyone interested in the latest research knowledge and experiences of children's encounters with art and culture in the Nordic region.
Date: May 2023
Type: research article
The article is divided into 4 sections; SNIP, SNAP, SNUDE and UDE - inspired by the names in the LegeKunst process manual. SNIP - wonder, SNAP - empirical data, SNUDE - analysis and UDE - the participants' co-created knowledge that comes out to go in the Danish day care centers. The article's analysis is based on practical situations from a museum professional course, with the cultural educator at the Copenhagen Museum Cecilie Borgund Hansen and a group of preschool children and their two educators from the daycare center Krummerne, Nørrebro.
Date : December 2022
Type: Comment
Publisher: Asterisk, no.103
It is important that children encounter art and culture in day care, because it not only gives them good experiences, but also promotes their play and education. This is the argument of Lars Geer Hammershøj, Associate Professor at Aarhus University. A new research project suggests that children in day-care centres should meet artists and cultural mediators, and that aesthetic and creative subjects should be given a central place in teacher training. (Text from Asterisk)
Date : November 2022
Type: book
Publisher: Samfundslitteratur
Promoting children's play and education is a key task for educators in day-care centres. But how do we go about it, and how do we create learning environments that support these processes?
This book explores how children's encounters with art and culture can promote play and education. What art and play have in common is that they are both activities in which children and adults explore the world and relate openly to the situation. The book explores how play and art concretely open up the world and communities, creating opportunities for children to have formative experiences.
Play art is therefore both a concept for the art of promoting play and for inviting art and culture into the day care centre in a way that promotes children's education.
The first part of this book introduces the concepts of play, education, art and culture and offers a view on the role of the educator in play. The second part of the book examines seven concrete examples of programmes in which children encounter art and culture, based on research projects in the LegeKunst project. (Text from Samfundslitteratur)
Date : November 2022
Type: research article
In the following three articles we include selected experiences, lessons learned and reflections from each of our participation in Project PlayArt. We are three lecturers and teachers at the teacher training college who have followed each other in our respective PlayArt programmes. Along the way we have discussed and reflected on what PlayArt can contribute in relation to educational institutions and art and cultural institutions.
Each text is written and can be read individually. However, all three of us have written ourselves into the Copenhagen University of Applied Sciences' field of study: the educator's role in children's encounter with art and culture.
Date: October 2022
Type: Educational article
Coordinator and researcher in PlayArt in Region South, Hjørdis Brandrup Kortbek has visited Norddalsparkens nursery to see how PlayArt is expressed here. The article describes the co-creation in a LegeKunst course, both in the children's play with clay and natural materials, and the educators' and artists' joint reflections.
Date: August 2022
Type: research article
Publisher: BUKS - Journal of Child and Youth Culture, no. 66 2022
This article is based on an art education programme in a kindergarten, which is analysed and discussed in relation to the concepts of openness and worldliness, participation and interactivity, intraactivity and sympoiesis. It examines what propositions (actions or invitations) are used to reinforce the powerful tension between art and pedagogy.
Date: June 2022
Type: Report
Publisher: University of Applied Sciences Absalon
Excerpt from the introduction of report: From the University of Applied Sciences Absalon, we as a research group (with four researchers) have participated in the process as co-actors, observers and sparring partners. Through co-creative processes, observations and qualitative interviews, we have investigated how an art pedagogical Play Art programme can contribute to fulfilling the basic thinking of the reinforced pedagogical curriculum, and how aesthetic and artistic practices can contribute to children's well-being, learning, development and education. report)
Date: 2022
Type: article in journal KvaN 122 - Imagination and play
Publisher: KvaN
About the publication: there is a fundamental difference between children's culture and school culture. Attempts to reconcile the two cultures are nevertheless part of both educational theory and practice. Children's imagination is something that can be limited or encouraged - by society, play and teaching. The fundamental question is how to foster children's desire and motivation to learn, their ability to come up with ideas and think in alternatives. In this theme issue, the concept of imagination is linked to aesthetics, professionalism, participation - and not least: to the playful element in children's development and learning. The articles describe how the concepts of imagination and play can be understood, separately and together - and they explore what it can mean when both are thought of as central parts of teaching in schools. Children's imaginative and democratic development is closely linked to opportunities to participate in an imaginative and playful learning environment. KvaN)
Date: December 2021
Type: research article
Publisher: Danish Musicology Online
This article explores how singing and music activities can be a community-building force in the everyday lives of kindergarten children. The empirical evidence in the article is drawn from the national research and development project PlayArt, which explores how art, culture and aesthetic processes can leave their mark on children and adults in institutions. In PlayArt, music is one of several artistic languages that are brought into play in everyday institutional life, and this article highlights the role of song and music when working inter-aesthetically in pedagogical practice.
Date: December 2021
Type: Educational article
Publisher: Magazine 0-14
The article is based on a LegeKunst programme at Svend Gønge kindergarten, and gives an insight into how a programme is organised and experienced. LegeKunst offers both children and adults opportunities for free space with room for flow and contemplation, and in this programme nature has also added an extra dimension to the co-creation.
Date: January 2021
Type: chapter in book Themes and activities in day care by Christian Aabro (ed.)
Publisher: Hans Reitzel Publishers
About the book: How do you work towards the goals you set, under the conditions you have, with the children present? This requires both a professional understanding of key pedagogical concepts, themes and objectives and the ability to plan pedagogical activities around them. This book offers just that: The professional insight and this insight translated into methods that you can use to plan educational activities that are initiated and motivated by either the educator, the community or the individual child. The planning of pedagogical activities thus places the educator either in front of, next to or behind the child. This allows for a variety of activities on the different subject concepts of the book.
Themes and activities in day care thus enable you to plan pedagogical activities by putting pedagogy into play in different ways.
The book is intended for students of pedagogy who are studying the specialisation of day care pedagogy. Hans Reitzel Publishers)
Date: 2020
Type: Article in the book A more creative school
Publisher: KvaN
About the book: A More Creative School is a textbook and an inspirational book about what creativity is and how to make teaching more creative.
The book consists of 14 articles and seven short texts. The articles are all about creativity in theory and practice. They are divided into three main sections, each with its own basic question, the first focusing on 'why': why focus on creativity? The second on the 'what': what is creativity and can creativity be taught? And the third with an emphasis on 'how': examples of working creatively in schools.
The book is aimed at anyone who would like to work for a more creative school and for more creative pupils. (Text from KvaN)
Date: 21.9.2019
Type: research article
Publisher: Danish Pedagogical Journal
Focusing on students' experiences in co-created educational processes, this article provides insights into how teaching and experiences in and with art and aesthetics can contribute to meaningful (educational) formation. Empirical evidence from 2 qualitative studies from the children's culture project PlayArt is the starting point for the analysis, which shows that co-created education can facilitate students' experience of meaningfulness in education when experienced professionals engage with them in dialogue about aesthetics, art and didactic processes.
