Rogier Arents
Looking At Art Education Through The Lens Of Play – Rogier Arents
Being a student (again) at MEiA reawakened my playful side. It sparked a curiosity about the connection between play, school, and learning. I had always thought of play as something that happened outside of school—during breaks, or quietly, when the teacher wasn’t looking. But that idea doesn’t align with the fact that children naturally learn through play.
In the thesis, a fictional conversation between me and authors, theorists, and researchers in the field of play and education leads to a synthesis between theory on education and theory on play. I discovered that school is, in many ways, built on the same foundations: a safe space removed from everyday life, with defined roles, clear rules, and a specific focus—such as developing skills and knowledge.
Recognizing the connection between play and education, I began incorporating playful conditions into my art and design classes at ArtEZ. I aimed to create an environment that reminded both students and tutors that we are already engaged in a form of play. I experimented with methods like role-play, storytelling, game design, physical exercises, and theatrical forms of play.
What proved especially effective was introducing short, intense moments of play at the start of class. These playful interludes helped set a tone—an attitude of curiosity, engagement, and openness—that carried through the rest of the session. This mindset not only supported the learning process but also enriched creativity.
Thesis: