Creatively and artisticalyy engaging children and youth in district's future
It was an artistically led creative process with the aim to map, reassess and ultimately change the local neighbourhood and engage with children and young people as key interpreters. The project gave insight into the everyday life of the children and young people in the local area: their use of the area, their thoughts, interests and dreams, places they like and meet, and details they notice. This was achieved through photography, film, visual art, creative writing, and concrete artistic expression linking public, personal and poetic narratives. 400 children and youths from local schools, Klubhuset youth centre, and the after school care (SFO), worked with 12 artists in several interlinked projects. They created sculptures and memorial stones, drawings about the concept of home, photographed secret places and meeting places, wrote texts inspired by the neighbouring woods and seashore, and produced music, film and media about their area
There is the major issue of stigmatisation connected to Lindholm. This has persisted for decades despite several attempts to address it by the municipality. The prejudices regard safety, language, cultural and religious issues, social deprivation, and simply feelings of alienation. The act of “building bridges”, as said by Lindholm Indefra, seems critical.
The project aims to support the children and young people to work with and in the community, to develop a stronger sense of neighbourhood identity, and to support a more active and open local community. This approach is focused on the public space. The aim has been to integrate these perspectives in various fundamental planned changes in the local community. We hoped to include this perspective in the decision-making processes and in relation to the planning and design processes at different levels.
In reality, the timeline gets more complicated as there were many sub-projects. These were dependent on external cycles and time frames, for example, school years, supplementary funding periods. One of the lessons learned is that the summer vacation programme needs to be flexible and consist of open workshops rather than a full day or week programme.