In the first file I introduce the listeners to the main subjects and questions of my research. We listen to a fragment of a conversation with the children in which I ask them if they experience the project more like learning or like playing. Rosanne and I discuss the position of play in education and I introduce the concept of play as also-learning. At the end you are invited to join a small exercise to explore how play functions as also-learning. Like to read more about play as also-learning? Open page 15-18 of the thesis.

Audio file 1 It's More Like Playing

In this file Rosanne and I talk about the complexities of play in the educational context of a primary school curriculum. The children playing freely outside with risky material and dealing with social and physical complexities, inspired us to bring elements of risks into our program. We experienced how the elements of risk could encourage children to play and learn in their zone of proximal development. Though as the title suggest this wasn’t always easy. Like to read more about the complexities of play? Open page 20-25 of the thesis.

Audio file 2 Complexities Of Play

In this file you hear the children presenting their self-build spaceships while Rosanne have a conversation with them as astronauts floating through the galaxy. It is an example of how we used the imaginative reality to contextualize the themes, questions and exercises that were part of the program. Rosanne and I reflect on the meaning of the imaginative reality when organizing processes of play as also-learning. We explore till which degree the children experienced agency children while constructing such a reality and talk about our role as educators during these processes. Like to read more about the imaginative reality as a tool for processes of play as also-learning? Open page 32 and 41 of the thesis.

Audio file 3 Play And The Imaginative Reality

In the final file Rosanne and I reflect on the project as a whole while asking the questions: What did we change in our pedagogical approach to make play work? Why did we create a program with different disciplines, was it really interdisciplinary? In what way does this distinguish from the general curriculum? The file includes a fragment of the children giving us feedback on the project. We conclude with the invitation to do a small exercise to visualize how you could bring (more) play as also-learning into your own practice in arts/education. Like to read more the conclusion of our research and tips and tools to bring a pedagogy of play in to practice? Open page 37, 45 and 46 of the thesis.

Audio file 4 Play As A Pedagogy

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