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This activity is intended to allow children to understand sound compositions using different natural materials.

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Children compose different wind sounds using natural materials. They will explore pipes, leaves and seashells by mimicking their own wind sounds. They can sing, scrunch, shake and tap to compose different wind sounds.

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1. Gather the  natural materials of pipes, leaves and seashells in different sizes and shapes.

2. Lay the materials on the mat

3. Gather the children and ask them to sit in a circle on the mat

4. Ask the children to identify the materials.

5. Demonstrate to children how they can create different wind sounds by singing and making a whoo sound using pipes, scrunching the leaves and shaking the seashells in a bowl.

6. Allow the children to explore and compose wind sounds

7. Whilst children are making sounds and exploring the materials asking children open-ended questions such as, “ What sound did you hear when scrunching the leaves?” “ How did it feel when exploring wind sounds with different materials?”.

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Theoretical Perspective of Sound Activity

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Theoretical Perspective of Sound Activity

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It aligns with Victor Wooten’s idea that music is language where he expresses the importance that playing musical instruments is a way to communicate, listen to others, connect to place and sharing stories( Wooten, 2013).The use of sound relates to Dadirri where it outlines the importance of connecting to nature through listening to stories and songs(Ungunmerr, 1988).

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This activity was conducted outside by using natural materials and allowing children to sit in a yarn connecting importance of storytelling, identity, understanding of Indigenous cultures and traditions( Atkinson, 2017).

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Outcome 5.3- Children begin to understand how symbols and pattern systems work( Department of Education, 2022)

This connects to children to listen, respond and compose to sounds.

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The children were engaged in this activity and showed understanding of using the pipes, seashells and leaves to create the sounds of the wind through demonstrations. It was a small group experience where children enjoyed experimenting with different wind sounds and materials together.

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Limited resources for the children who wanted to participate in this activity especially the pipes as some children wanted two pipes instead of one. This resulted in children fighting over the pipes as there was not enough. This meant children had to wait for their peers to finish exploring the pipes. Some children did not want to explore all the materials present as they were more curious about the larger materials.

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Ensure the quantity of resources is consistent so that children would not fight and play with empathy. We can introduce different materials when exploring the sound enhancing creativity. If it was possible, I would record children’s creativity when making wind sounds where we would explore different beats and rhythms.

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I can plan more activities that connect to nature and place which enriches the experience and the learning environment. I would offer different natural materials, sensory-rich and open-ended resources. This allows children to explore the natural environment they are in, being curious, creative and empathy when exploring and composing different sounds. This promotes music-making as a way to what sounds of their own choice and interests.

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Changes in perspective through ECE2008 Unit- Sound

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Changes in perspective through ECE2008 Unit- Sound

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I thought music is about playing instruments but it is more than that. It involves expressing our thoughts, feelings, connecting to stories, place and the natural environment around us. It gives us the freedom to communicate a message, sharing a story which could be important to us as individuals. I believe when we play music, it is a way where we support everyone’s journeys and challenges in an inclusive environment.

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This activity allows children to use different kinds of movement when composing a song that connects to different sounds and music.

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Children will move their bodies according to the lyrics of a song. The On Country Visit involved birds flying and the grass moving along with the wind. Children will be mainly flying a bird and using the arms pretending the grass is moving.

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1. Draw the wings of the bird on a cardboard box twice which was already pre-prepared.

2. Cut out the wings

3. Gather children and ask them to stand in a circle

4. Create a song where children will move their bodies.

5. Demonstrate the movement of the song along with the lyrics

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Outcome 3.2- Children become strong in their physical learning and mental wellbeing( Department of Education, 2022).

This connects to the experience where children respond to dance and music through body movements as the children are pretending to be a bird by flapping their wings with the use of the arms.

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The Mutton Bird Video( Bangarra Education Resource, 2015) and Lake Cowal Dance( Winiata Puru, 2019) explores about the importance of birds in the natural world where they are migrating to another place through a dance.  Both of these videos is showing creative and artistic expression through our movements where it could be telling a story, sharing cultural knowledge and identity.

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Children engaged with the song and danced according to the lyrics. Showed understanding on flapping of birds and movement of the grass when doing the dance. Children able to follow the movements quite well through demonstrations.

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Birds are natural animals connecting to the environment. It was conducted in a yarn making children fully engaged with the world they are in and making the environment more inclusive. The use of animals connects to the land and place they are on and plays a crucial role in their practices.

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Some children were engaged for a long period whereas other children explored for a while and became disinterested. It is a small group experience but it became a large group experience. Some children did not fully understand the lyrics of the song, moving of the bird wings and the windy grass that well so repeated demonstrations and support was needed.

There were not enough bird wings so children had to wait in turns and just use the arms to do the movement rather than having a cut out bird wing to explore.

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We can also sing a part of the song, where children can extend on their creativity on how they want the song to finish using their movements through an open discussion with their peers.

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Incorporating frequent group time by creating our own songs more often where children would be engaged and encouraging them to move their bodies. Depending on what kind of song it is, we can provide more natural and open-ended resources to go with the dance could make it more connected to place.

This would allow them to experiment the movement of their bodies and composing different kinds of movement linking it to a song. We can also have an open discussion with the children about the dance.

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At the start, I had knowledge that movement involved the physical, social, emotional and cognitive dimensions of a child's development.

Movement now involves moving your body from all areas and the way we move our bodies has a story to tell where it reconnects back to our childhood memories or it could signify an important aspect of our identity and upbringing.

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This activity allows children to understand the importance of a story and encourage them to retell or act it out, extending creativity.

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Children will act a story that is created by me on the concept of nature. They can act it out by singing, moving props and using their imaginations.

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1. Prepare cellophane, rocks,  bird puppets and grass.

2. Grab a tray

3. Place the cellophane on the tray.

4. Place the grass on top of the cellophane

5. Add the rocks on different sections of the grass

6. Place the birds on different sections of the rocks

7. When the set up is complete, gather the children around and ask them to sit in a circle.

8. The teacher would tell the story using their imaginations connecting to nature.

9. After the teacher has told the story, the children will act it out using the props that are present.

10. After the activity, the teacher would ask open-ended questions regarding the experience.

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Meyer’s explores about the importance of imaginary play where it supports Vygotsky’s theory in relation to self-regulation and puts children in a zone of proximal development( Meyer, 2014; Nolan, 2015). This kind of play is a way to communicate, develop imaginary scenarios promoting independence, competence and collaboration with peers( Meyer, 2014). The video about sensory storytelling: A webinar for teachers and parents( Sensorium Theatre, 2016) explains the importance about using our senses which enriches the learning experience which connects to telling a story.

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This connects to Indigenous perspectives by involving the use of natural materials and sitting in a circle which relates to social interactions, acknowledging the land and environment we are in( Atkinson, 2017). Sitting in a circle promotes respect to each other.

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Outcome 4.1- Children develop a growth of mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity( Department of Education, 2022).

This activity is linked where children are given the opportunity to engage in drama experiences and discuss it by enhancing their imagination.

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Children were listening to the story in an engaging way quite well. Some children are starting to ask questions and become curious throughout the story.

We gave children plenty of time to act out the drama and using their senses and creativity which enriches the learning activity sparking more interest for longer.

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Not everyone was able to act out the story so we had to change up the way to implement this drama experience by giving clear, direct instructions verbally and through a demonstration so children understood fully what this story is about and how to act it out.

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Incorporating more natural materials like instead of cellophane we can use water. Instead of pretend grass mats we can use leaves or grass. This makes the environment more inviting and stimulates children to be enriched to the experience promoting pretend play.

We can involve more materials such as bark and sand. This involve children using their senses more.

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We can incorporate  dramatic play experiences where I can create a story of my own without having to read a book or song that already exists. This promotes children's skills of imaginary play, creating their own scenarios, understanding about how to construct a story through drama.

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There is not really much about a change of perspective. Drama is an exciting concept of this unit where I have learnt about making up stories which creates a sense of laughter, sadness and even peace.

The way we express our thoughts through imaginary play allows children to create stories where it promotes imagination, collaboration, self-regulation, competence and able to construct social relationships with others as well as their understanding of the reality world to imaginary world.

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Atkinson, S.(2017). Possum Skin Pedagogy: A Guide for Early Childhood Practitioners. https://www.yarnstrongsista.com/wp-content/uploads/2020/04/Possum-Skin-Pedagogy-A-Guide-for-Early-Childhood-Practitioners.pdf

Bangarra Education Resource.(2015, May 20). Bangarra Education Resources Mutton Bird.( Video). Youtube. https://www.youtube.com/watch?v=o-PV98Oshkc&t=31s

Department of Education.(2022). Belonging, Being& Becoming. ACECQA. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Meyers, A.B.,& Berk, L.E.(2014). Make-believe play and self-regulation. SAGE Reference. https://doi.org./10.4135/9781473907850

Nolan, A.,& Raban, B.(2015). Theories into practice: Understanding and rethinking our working with young children and the EYLF.  Essential Resources Educational Publishers. https://ebookcentral.proquest.com/lib/vu/detail.action?docID=6686419

Sensorium Theatre.(2016, April 19). Sensory Storytelling Guide: A Webinar for Teachers and Parents( Video).Vimeo. https://vimeo.com/163371099

TedX Talks (2013, May 30). Music as a Language: Victor Wooten at TedxGabriolaIsland( Video). YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0

Winiata Puru.(2019, June 25). Lake Cowal Bird Dance- Uncle Winnie( Winata Puru).( Video). Youtube. https://www.youtube.com/watch?v=mVDh_Qev-yc

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SENSORY STORYTELLING Guide: A Webinar for Teachers and Parents

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This video is designed to help assist parents, teachers and librarians add sensory elements into their storytelling for children with disability.