Vi skal lege os til bedre kulturaktiviteter for børn – med play probes som børnecentreret designmetode

Abstract

Igennem et kvalitativt studie af en børnecentreret designproces i kulturskoleregi undersøger artiklen, hvordan brugen af den legende designmetode ’play probes’ kan være med til at afdække viden om børn og børns hverdagsliv, med henblik på at udvikle mere relevante og børnecentrerede kulturskoletilbud for børn og børnefamilier. Det er en generel udfordring, at de eksisterende kulturtilbud ofte kun når en smal gruppe af børn, og at mange børn slet ikke har mulighed for at deltage i børnekulturaktiviteterne. Kortlægningen og analysen af en børnecentreret udviklingsproces i kulturskoleprojektet ’Rammer der rummer’ viser, at brugen af play probes kan sikre, at tilbuddene bliver mere relevante ved at afspejle brugerne. Kulturtilbud, der er udviklet med inspiration fra børn, giver bedre mening for børnene, og samtidig sikres det, at det ikke kun er børnene, der skal tilpasse sig de voksnes opfattelse af børnekultur, men at de voksne også tilpasser sig børnenes kultur. English abstract We Have to Play to Make Better Cultural Activities for Children – With the Use of Play Probes as a Child-Centered Design Method Through a qualitative study of a child-centered design process in a cultural school setting, this article examines how the use of the playful design method “play probes” can help uncover knowledge about children and children’s everyday life, the aim being to develop more relevant and child-centered culture school activities for children and families. Generally, it is a challenge that existing activities often only reach a narrow group of children, and that many children cannot participate in the activities at all. The mapping and analysis of a child-centered development process in the project “Rammer der rummer” [“Frames that Contain“] shows how the use of play probes can make the activities more relevant when they reflect the users. When developed with respect for and inspiration from children, they make more sense to the children. Also, it is ensures that children do not just have to adapt to the adult understanding of children’s culture, but that the adults also adapt to it.

Keywords

• child-centred design process
• culture school activities
• play probes
• children’s everyday lives
• playful design methods