Actress Charlotte Bøving has led 200 students from local schools through a series of workshops at Kulturhus Syd, where the children used creative formats to share their visions for the European Capital of Culture in 2032. Charlotte is a member of the board of Elsinore 2032. In this blog post, she writes about the results of the project, which is supported by the Nordea Foundation.
In February 2023, I traveled with 200 children to explore the cultural communities of the future. We held ten workshops with 4th and 5th graders in the City of Helsingør, where the children spent two intense hours creating a physical representation of their dream city of the future.
The program was an imaginative journey, a drawing brainstorming session, and the creation of a city of the future. The children worked intently, interrupted only by a short dance break followed by snacks and juice.
Photos: Janne Franck, volunteer
To begin with, the children sat in a semicircle on a large rug. Everyone had something to lean against so they could relax while I guided them through an inner journey.
Most of the children were immediately on board with the idea, but there were also some for whom sitting still with their eyes closed was a major challenge. There were also a couple of children who relaxed so much that they fell asleep. I let them sleep, believing that this was exactly what they needed most. And I was certain that they would participate with more energy when they woke up—which turned out to be true.
In this regard, one teacher noted that she plans to set up a rug in their classroom where the children can go when they need some quiet and relaxation.
Later on, the idea of a rest area took shape in one of the groups’ visions of the future city, called “Fritidsbyen.” I thought that just as some innovative workplaces offer employees the opportunity to retreat to a meditation and relaxation room, this could certainly be a welcome idea for the schools of the future as well.
In creative communities, the children envisioned their own version of the urban environment of the future, dominated by creative communities.
Charlotte Bøving, actress
After the guided imagery exercise, the children shared their inner visions with one another. Some children had a lot to say, while others said that everything was black. I emphasized that we are all different and that there is no right or wrong way to do this exercise. Sometimes you see something, and sometimes you don’t. Some people find it easier to visualize than others.
That said, visualization is also something you can practice.
To tap into the power of imagination, you need to be able to relax and feel grounded in your body. You need to feel safe. Fear blocks imagination and creativity. I know this all too well from my work as an actor.
Another factor concerns how skilled children are at creating images in their own minds. If they read books or are accustomed to having stories told to them or read aloud, they have easier access to their own imagination. Today, there is such easy access to the entertainment industry’s ready-made images and stories that we must nurture children’s innovative talents by creating environments that support the joy of creation.
The children gathered around a sheet of paper that was 3–4 meters long and 1 meter wide, spread out on the floor. They were asked to start by drawing what they had experienced on their imaginary journey, but also to come up with new ideas for strong communities. The teacher and I asked the children about their drawings and encouraged them to elaborate on and develop their ideas and discuss them with each other. In this way, their individual drawings and ideas became part of a shared idea bank, which they would later draw inspiration from in creating the cities of the future. Their imagination was blended with communities they already knew.
The drawings
The children drew soccer fields as seen from above and from the side, soccer stadiums, and soccer jerseys. When I asked why soccer should be part of the city of the future, the answers were: It’s fun to score goals, be with friends, see yourself getting better when you practice, wear your soccer jerseys, train, and run. My impression is that soccer’s clear focus, sense of community, and rules of the game are motivating for many, especially a large number of the boys.
The children drew trees in all sorts of colors and shapes, from small ones to enormous ones. It was quite clear that several of the elements I had included in the guided imagery exercise—such as asking them to imagine their very own tree—shone through in the first drawings. There were trees with fruit and trees you could live up in and inside. Houses were drawn. Small houses surrounded by large gardens or a swimming pool, high-rises, farmhouses, and clusters of houses built out on the water. Some also drew houses where you could see inside, and where the interior design played a major role. I could see that it was primarily the girls who were detailed about colors and the house’s interior design, which was meant to be cozy, beautiful, and spacious. Animals appeared in the vast majority of drawings. Water and the beach were also dominant themes. Then there were activity centers with PlayStations, amusement parks, sports, and food stalls. Sushi, McDonald’s, and candy were also common food themes, but there were also children who drew eco-burgers, fruits, and vegetables, and several were concerned that animals should not be eaten.
Free money and free food were themes that came up again and again. I interpret this as a need to have enough and a desire for money not to be a barrier to self-expression. Perhaps this is also influenced by the current inflation, which the children likely sense is a source of concern in many families.
After the drawing brainstorming session, there was a break for dancing, followed by snacks and drinks. It was a big hit. The competitive spirit and everyone’s energy came into play, and their taste buds and hunger were satisfied.
The children were then divided into groups of 3 to 5. Their task was to agree on three ideas from the idea bank and begin creating their cities. They had the following materials at their disposal: clay, magnetic building sets, Kapla blocks, stones, tissue paper, LEGO, branches, architecture and gardening magazines for cutouts, and more.
The Cities
The cities were very different, but they also shared common features due to the use of similar materials and a shared pool of ideas.
Soccer fields appeared in countless combinations. Animals were also well represented, as was water in all its forms: lakes, oceans, beaches, swimming pools, and clouds. Many featured activities on the water and houses situated right on the water’s edge or out on the water itself. There were dream clouds, transport clouds, and magnetic clouds. Magical trees that gave energy and life to the towns. When we asked about the magic of the trees, the children explained that the idea was inspired by the Avatar movies, where the well-being of nature is closely connected to the lives of humans and animals. There were campsites and bonfire areas. There were many sports activities, but also rest areas and cozy little cafes. There was a school designed like a recreation center filled with activities, but which also had a dream corner.
I believe that, as adults, we should ask ourselves what soccer fields can offer and whether we can draw inspiration from soccer in our urban environment and design. What is it about these colorfully decorated multi-story houses that evokes such positive feelings? Why are animals so prominently featured? What does closeness to animals offer? How can we draw inspiration from the children’s houses and activities on the water? What does spending time with family and friends mean, and how can we design a city based on communities?
Each group was asked to give the town or place a name and present it to the others so that both children and adults could ask follow-up questions.
Finally, everyone gathered in a circle, and the children were asked to share a word about what they thought had been the most exciting or fun part of the activity. Most replied that it was fun to create and build the dream city. And surprisingly many found the imaginary journey—which some called meditation—to be exciting. The freeze dance was mentioned several times—as were the free snacks. Some mentioned the sense of community, and one person commented that it was a good experience to be able to think about what you’re doing before you do it (that is, time for reflection).
And then there was the child who put it this way: “It’s nice to know that children have rights, too. That you can decide what your world should be like and add some color to it. That it’s not all black and white.”
Teachers' reflections
- Some groups are very creative and think in utopian terms. Others just replicate something that already exists. It depends on whether they’re good at thinking “outside the box.”
- This community is characterized by the fact that the children enjoy working together.
- They're having a good time while they work.
- They talk to each other and work together.
- They're doing well.
- There is a big difference between groups; the groups that do well communicate well.
- I was surprised to see that the boys and girls can work together.
- It was fun to see them play on the road.
- The children are engrossed in the task.
- The children care deeply about each other.
- The atmosphere is great.
- Everyone is included.
- Everyone draws—talks together—and stays focused.
- The children are happy and doing well—though they’re a little shy, so they’re goofing around.
- Collaboration, creativity, and innovation.
- They learn to put their ideas into words and develop them.
- To pick and choose.
- Prioritize your time and complete the project.
- Learn to be open to others and their ideas.
