We work in early education with pre-school children and together we took the basic and advanced courses on songdrawing. We found the method truly inspiring and started to try it out with the children. It was important that we could participate in the courses together as colleagues, which made it easier to apply the method in our everyday activities.

The more we have used the method, the more it has become a part of our everyday life. The children now make their own suggestions about songs and rhymes to be drawn. It’s great that this activity can also be participated by children who find it difficult to participate in other shared activities and express themselves. With these children, experiences of success with the method are particularly common, as there is no ‘correct end result’.

There is magic in songdrawing – the children concentrate on drawing, and the hustle and bustle is gone.

Salla Sutinen and Reija Rissanen – Early years teachers

I have a Master’s degree in Education, am a class teacher and a drama pedagogue. I have worked as a class teacher for 8 years. I learned about the Songdrawing Method three years ago and it has become an important method that I use in my class at least once a week. I have noticed that songdrawing suits pupils of all ages and also functions well in a group of pupils of various ages.

As the national curriculum develops, the boundaries between different subjects become blurred and learning becomes integrated. Songdrawing fits well into this philosophy – I use the method in music, art, english, and science classes.

In my experience, songdrawing also supports the development of speech production. For a child who finds it difficult to produce speech sounds, drawing works as support for the child’s spoken expression, both sung, told and rhymed.

Liisa Ylinen – Class teacher