This paper explores the phenomenon of spontaneous vocalisations in the self-chosen, unstructured outdoor play of children aged 3-12. Spontaneous vocalisations encompass the whole range of children's unprompted, natural, expressive vocal soundings beyond spoken language. Non-participant observations at childcare centres and on elementary school playgrounds anchor this investigation into the nature and extent of children's spontaneous vocalising, grounded in scholarship that establishes these musical expressions as socially embedded and culturally contingent. Previous research has usually considered these ubiquitous playground soundings from a functional standpoint. Our project examines the potential of applying Dissanayake's artification hypothesis, specifically her five affective aesthetic devices, to examples of children's vocalisations to make tangible the artistry inherent in these spontaneous soundings. Pedagogical implications are considered.