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In our experience through ClowNexus, people with dementia and autistic children can both enjoy art because it engages their senses, lets them express themselves without words, gives them a sense of structure and freedom, and helps them remember and share emotions. Art is a way for us all to connect and communicate.

Intention: Create a structured entrance that establishes an instant, poetic, playful connection. It serves to prepare a group of children for collective activities.
 

Enter the space where the children are with a suitcase, accompanied by a “hello song.” 

The suitcase contains items needed to sow the seeds of wonder that will blossom into joyful play.  

The suitcase or a similar container generates curiosity and signals that the day will be filled with more surprises and excitement.  

It motivates children to actively participate in the play. Initially, the suitcase can serve as the primary focus, as children are intrigued by its sound and texture, exploring and attempting to open it. It unifies the entire group and the space in which the children gather. 

(Note: Earth = golden fabric; Seed = a music egg; a bucket, bubbles = water; Sun = a yellow scarf)

Intention: Engage in imaginative play together. 

Description: Clowns use fairy tales as a foundation for shared clowning activities. They adopt various roles, and children are encouraged to join in.  

Fairy tales serve as a structural framework for the visit, guiding children from beginning to end. With the assistance of the clowns, children learn to follow the story and discover their preferred roles within it.  

This kind of play enables them to be active or passive participants, fostering a deeper connection between mind and body. 

Create a whimsical atmosphere and employ props. It is helpful to begin with a familiar story known to the children and, once the method is established, introduce new stories.

Intention: Connecting with the child through rhythm.  

By reacting to the sounds and rhythm of the music, the child responds either vocally or through movement, transforming the encounter into a conversation/jam session.  

This encounter acts as an example of communication and exchange without words.  

By listening to the rhythm, the child can respond by walking, playing, moving, and vocalising.  

There is also the option to incorporate instruments and invite the child to play with the instrument or join in as they prefer.

Intention: Forge connections, sing together, provide a musical impulse. 

We start with a well-known and simple song upon our arrival. The familiarity of the music immediately invites the audience to join in.  

The song serves to establish connections and create an inviting atmosphere in the room.  

As we move around the room, we play with the volume of the music and our distance from the audience.  

During our playful interactions, we gradually decrease the volume of the music and leave the room, only to return after a while, resuming the same melody sequence. 

Develop the game of disappearing and reappearing step by step.  

Initially, allow the melody to disappear. Music acts as a strong impulse; residents can restart it at will.  

Initiating the melody anew imparts a sense of security, while reappearing adds an element of playfulness.