Fun and educational, but with slight adjustments for the next time.
'The children have all said that they had fun during the process, and academically they have achieved the benefit from the lessons, that my colleagues and I had hoped for. Only one thing needs to be done differently next time; the decorating of the dolls. To avoid drying time and to make it extra easy, we used crayons instead of paint. The soft crayons had the disadvantage of smudging which prevented the self-adhesive foam rubber letters from sticking properly when the dolls were brought to life on stage in the classroom.'
An interdisciplinary school project for 9-year-olds.
'In this interdisciplinary course my overall aim was to give the children an insight into the life and needs of animals. For example how we as humans benefit from certain animals; how we use the cow's milk, the hen's eggs and the meat from the pig. The children made their own observations on the farm we visited and they have been reading books, seeing films and completing small exercises. Additionally, in visual arts I have introduced them to mixing primary colours to create new colours and to use alternative...'
Gluing light feather down onto card birds - a sensory motor project.
'For the little ones, participating was an especially great sensory experience. The children learned about the consistency as well as the effect of the glue, and how light feather down feels and how easily it can fly by gently blowing. Meanwhile, I took the opportunity to talk to the children about the birds and the colours. That the shapes of the birds was already punched out was a great advantage as children of that age....'
Fingerpaint for the very young ones - a sensory motor project.
'During an activity like finger painting I make a point of only having a small group of children in the workshop at any one time, so I have the best conditions for concentrating during the process. I talk to each child about the feeling and the effect of having paint on your hands, the sound of splashing, the differences in colours; and in this case also the shapes of the masks'.
We are testing a classroom kit for creativity according to 3-6-year-olds own imagination.
Look what the very young children made when they were allowed to decide for themselves and read the kindergarten supervisors professional account. Children are spontaneous and have an exquisite ability to use their imagination. Adults, on the other hand are often hampered by our well-developed knowledge, limiting our experimental impuls.
We are paying tribute to the 8-year-olds own imagination and are testing the classroom kit with mixed materials.
See how many different things children in this age group accomplished from the contents when they were allowed to decide for themselves.
'The classroom kit is ideal for making figures, and the springs were especially popular among the children, enabling the figures to jump. I would say it was a positive experience that the children hardly....'
See what the 11-year-olds accomplished from the contents when they were allowed to decide for themselves.
'The 11-year-olds are so sensitive to each other that they often aim for the same goals. To see what they can really get out of their imagination, I think it is important to distribute the materials from the classroom kit between them in divided groups, so that some get the balls, others the coils etc. That being said, I see great opportunities in strengthening the impact of compulsory education...'
When art and social debate are on the school curriculum.
The Bifrost school is a Danish school which focuses on community-related education. Therefore, the school participated in a large-scale event in 2013 leading up to the CSR Awards that year. The Bifrost school contributed 20 chairs, decorated creatively by children with their own reflections on social responsibility.
The school's students were given roles in the project. The Year 8-9 had the responsibility of project leaders, whilst theYear 3-7 were creatively performing the activities