Learning potentials and obstacles working with animation aesthetics in Danish preschool

The topic in our research project is Danish leisure time pedagogues, more specifically the part of leisure time pedagogy concerning learning processes of animation aesthetics. After the reform of the Danish primary School in 2014, the Danish leisure time pedagogues are to a larger content invited into curriculum based school activities in order to develop varied learning environments. Officially, it is described vaguely, in which way the pedagogues are actually to be a part of these varied learning environments in school. Are they to give up the leisure time pedagogy or is it indeed the intention that they are to bring valuable aspects of leisure time pedagogy with them when contributing to the learning environments? Participating and being a part of concrete learning environments in school activities the leisure time pedagogues seemingly enter a scene where primarily writing competences and verbal competences are being acknowledged and recognized as signs of learning, dominating learning environment and learning processes (Kress, 1998) (Ahm & Ringskou, 2017 (in press)). However, there is a growing interest concerning multimodal learning processes (Kress & Selander, 2012). Today, other ways and signs of learning and an interest in creating alternative learning environments, are indeed emerging. Our aim in our research project is to obtain knowledge about leisure time pedagogues as creators of varied learning environments in school. More precisely, we examine the part of leisure time pedagogy, concerning learning processes of animation aesthetics. What kind of pedagogy emerge, when pedagogues and children occupy with learning processes of animation aesthetics, characterized by technological liveliness (Chow, 2013)? Theoretical frameworks: Theoretically, we draw on both aesthetic theories, theory concerning animation pedagogy and animation aesthetics, digital media theories and multimodal learning theories (Frølunde, 2009; Kress & Selander, 2012; Lindstrand, 2013; Letnes, 2013 and 2014; Chow, 2013). Methodology/research design: Methodologically we conduct a design based research (Bjørndal 2013; Letnes 2014). Design based research emphasizes a strong cooperation between the researcher and the field of practice. It focus on intervention, process orientation and a cyclic research design. As researchers, we alternate between designing, carrying out the design and developing the design in close cooperation with the leisure time pedagogues who participates (Bjørndal 2013) (Letnes 2014). Our empirical data primarily consists of ethnographic participant observations, accompanied by qualitative semi-structured focus group interviews.