Kuidas toetab kunst sotsiaal-emotsionaalse pädevuse kujundamist? Lastega perede abil loodud helirännak / How Does Art Support Social and Emotional Learning? A Sound Journey Created with Children and Their Families

Abstract

Teesid: Kunstnike Lundahl & Seitl, Jaakko Autio ja lastega perede koostöös valmisid 2024. aastal heliteosed „Murrangu hinged“ ja „Viltuse maja mälestused“. Artikkel analüüsib koostöö käigus kogetud õppimist, avades kunstiteoste potentsiaali arendada osaliste sotsiaal-emotsionaalset pädevust. Lugeda saab praktilistest lahendustest, kuidas lastega perede abil teoste ligipääsetavust suurendati ja lastele juhtroll anti. Uurimistöö põhjal järeldub, et teosed kutsusid esile õpetlikke kogemusi seoses suhteoskuste ja vastutustundlike otsuste tegemisega ning võimega ennast ja teisi usaldada.

Between 2022 and 2024, new artworks were developed at the Tartu Art Museum in Estonia, during which artists Lundahl & Seitl and Jaakko Autio collaborated with local families with children. The process led to the creation of two artworks: a new sound journey titled “Spirits of the Fault Line” and the interactive installation “Memories of the Leaning Building” (both 2024). The works were made for "The Secrets of the Leaning Building" group exhibition at the Tartu Art Museum. I participated as the project manager, curator and researcher.

The aim of the research is to explore the possibilities of using contemporary artworks to support children's social and emotional learning. The key question is what kind of learning was experienced by the families with children, curator and artists during the collaboration? The connections between the artworks and fostering relationship skills, trust, and responsible decision making are examined.

Social and emotional learning lays the foundation for effective communication and affects mental health and well-being (Jones et al. 2017: 49–50; Jones, Bouffard 2012: 3). Social and emotional learning is not only related to skills, but also to knowledge, attitudes, behaviours, abilities, etc. (Jones et al. 2017: 51) A growing body of research shows that engaging in art can be a powerful tool for enhancing people’s well-being (Fancourt, Finn 2019). As children’s social and emotional well-being relies on their social and emotional learning (Jones, Bouffard 2012: 3), investing time and other resources into art related activities that can foster children’s social and emotional learning is a way to support their well-being.

During the development process, 16 workshops were conducted at the Tartu Art Museum by the artists, myself, and additional project team members. Thirty-one children and young people aged three to 20 and 21 parents or accompanying adults participated (Registration data for 16 workshops. 2022–2024. Collected by Hanna-Liis Kont. Written notes are in the possession of the author). During the workshops, participants experienced earlier versions of the sound journey and gave feedback. As a result “Spirits of the Fault Line” was created, taking the form of an approximately 20-minute walk between two people through the Tartu Art Museum’s gallery spaces. The walk is based on movement instructions coming from wireless headphones that both participants wear. During the piece the vision of one partner is limited through goggles that only allow the wearer to perceive light and shade. The other person (in the role of guide) leads their partner by hand through the museum spaces until they switch roles. “Memories of the Leaning Building” is a 10-channel interactive sound installation that frames the walk in the physical exhibition space. It includes two kinaesthetic sound sculptures in the form of wells that provide a start and end point.

The collaborative artistic development was a fruitful learning experience for the organisers. Through the workshops we learned that some family members, especially children aged 5 and younger, require a more individualised and flexible approach to be able to confidently participate in such a multi-sensory artwork. An effective solution was to rely on the physical proximity of the family members through hand-holding and physical gathering points in the museum. The attributes of the soundtracks also strongly affected the participants’ experiences. Sound levels played a part in the overall experience confirming the need to be able to adjust them for each person. Being mindful of abstract sound effects or narrative elements that can be associated with danger also became apparent. Yet, relying on narrative points that spark imagination and go beyond normative realms proved helpful and became fundamental in helping the participants fully engage in the experience. Collaborative drawing was another useful tool for supporting visual as well as verbal exchanges and helping participants express the unknown sensed in the sound walk.

Arguably the most important learning took place through realising the significance of role reversal by giving the child the role of leader and the adult a supporting role. This deconstructs the typical hierarchies that are in place in most families. The family members’ reflections demonstrate the sound journey’s potential to deepen the relationship between a parent and child, fostering trust and understanding between the two.

The research shows that in most cases people try their best to make responsible decisions regarding their partners’ well-being, and are able to rise to the occasion if the artworks’ instructions and physical environment are (age) appropriate. Therefore, the works create an opportunity to practice responsible decision-making in a challenging but exciting context.

Continuing social and emotional learning is also important for adults. The development process provided many opportunities for this, especially regarding the knowledge and skills required to collaborate with children and make artworks more accessible to them.