about children as aesthetic beings · 2016-12-05 · children as reflective-aesthetic-beings...
TRANSCRIPT
About Children as Aesthetic BeingsSenior Lecturer, Ph.D. student Henriette Klitnæs
Children in Cultural Children of Europe/CCE:
From Project description
PURPOSE
CCE will increase the children’s musical-creative skills as well as their social and learning-related skills by involving them actively, inquiringly, experimentally and co-creatingly in cultural activities both in daycare institutions and in schools and in the transition between these institutions.
Knowledge About and From Children
Child perspectives direct adult´s attention towards an understanding of children´s perceptions, experiences, and actions in the world. ”Outside in” – methods from adults
Children´s perspectives represent children´s experiences, perceptions, and understanding in their life-world. ”Inside out” –expressions from the children themselves (words, thoughts, images)
Approaches to Children in Research and Pedagogics
Beings children as subjects in their own right. Childhood as a special and important period om its own. Children as active participants. Children as players
Becommings to prepare children to school and adult life. Upbringing, learning, educating and to be civilized
Belonging to be a part of a place (institution) and to have influence on every day life in activities/frames/settings/possibilities
Children as Felix Aestheticus
” … felix aestheticus is by no meansthe artist or the poet: Instead he is the whole man, accomodatingwithin himself a great number of different aims, some of themincommensurable with each other. Man cannot, and … ought not be, reduced to either a purely rational or a purely sensual being. … Felixaestheticus can be interpreted as the sensible creator and developer of his own world, that is, human culture” (About Baumgarten in Gross, 2002, 404-405)
Children as Reflective-Aesthetic-Beings
”Children´s ways of reflecting are often embodied in concrete activities as narration and play; and they are
not neccesarily expressed in words or terms” (Mouritsen in Mouritsens Method, 2016, 529)
• How do you notice and collect children´s reflections and expressions?
• How do you use this collected knowledge?
A sensitive pocket or a beauty-bubble in kindergartenSuni carreses/swipes his face with a metal-branch-flower-like-artefact. Nanna, a girl, at the same age, looks at him. Suni continues his gestures and is deeply involved in his activity. He continues the swiping over his cheeks, then his chin, and back up to his forehead. His eyes are half closedand he doesn´t seem to notice what is going on around him. For a little whilehe stands there and enjoys his handle of the artefact, which seems as an extension of his hand. Later, he tellsme, that his pedagogue made the artefact.(From fieldnotes, October 2016)
Aesthetic Experience: When something is of importance
• Play pockets
• Aesthetic pockets
• Participation pockets
• Beauty bubbles
Children´s Aesthetic Experiencein Institutional Settings
How to facilitate children´s aesthetic experiences in institutionalsettings in a field between governmentality/steering and freedom?