# data[].attributes.body
My reflection are based on my past experiences when I was playing this imitation game with my students at the Greek school I work for. It is a fun game, where students explore the world of animals through movements. Once again, even though it was a bit of challenging to deliver this activity via zoom, I received good feedback from my peers and we had fun. My peers where engaged and I am glad that they found the activity interesting and simple to follow.

# data[].attributes.headline
My peer's feedback on my third activity.

# data[].attributes.subject
My peer's feedback on my third activity.

# data[].attributes.body
Third Activity: Combination of sound and movement activity

Observation Foteni Hatzimihail

-          Explaining situation with students and telling them what to do

-          Great explanation and asking students questions if they are unsure about the activity

-          Very enthusiastic

-          Students participated

-          Very joyful activity

-          Asking questions to students

-          Foteni explained the activity very thoroughly and simple since our target audience is 3-5 year olds

-          Time duration 7 minutes

# data[].attributes.headline
My peer's feedback on my second activity.

# data[].attributes.subject
My peer's feedback on my second activity.

# data[].attributes.body
Second Activity: Movement

Observation Foteni hatzimihail

-          She introduced the beach

-          Good introduction and explanation to activity

-          Imaginary response – first part was very creative to me

-          Asking students to respond and giving own answers

-          Showing activity

-          Good interaction with students

-          Movement activity was fun, students were enjoying themselves. Foteni gave great feedback to the students who did their best

-          Time duration 7 minutes

# data[].attributes.body
For the drama play activity, I asked my peers to stand and walk in different imaginary spaces I was creating for them (using words), it was pretty challenging through zoom, usually being in the same space, creates a better and engaging environment, however, I did observe variations in regards to my peer's movements, which was great to observe.

# data[].attributes.headline
My peer's feedback on my first activity.

# data[].attributes.subject
My peer's feedback on my first activity.

# data[].attributes.body
First activity: Sound

Observation foteni hatzimihail

-          Introduced her sounds from her on country visit

-          Great introductions (describing the activity to the students)

-          Asking questions to students

-          Energetic

-          Great use of communication and asking easy questions, nothing to complicated

-          Some students weren’t responding because they couldn’t hear the sound

-          Students answering back to teacher

-          Making sure that the students understand

-          Explaining the situation if students weren’t answering

-          Multiple sounds presented

-          Students paying attention

-          Asking students to play it again if they do not recognise the sound in a calm tone

-          Asking questions such as ‘where you able to hear it?’ ‘can you answer this?’ ‘can you find what was that sound?’

-          Trying again when the video doesn’t work

-          Presents and enthusiastic attitude towards students, very good

-          Good feedback for the students getting right answers

-          Reviewing what they did in the activities

-          Asking last minute questions ‘what sounds you like? What sounds you don’t like?’

-          Time duration around 8 minutes

# data[].attributes.body
At first, I used my phone to play the soundtrack to my peers, so the sound wasn't clear enough, I realised that sharing my screen and playing the soundtrack through the computer gave a better sound to my peers and most of the natural sounds were identified. It was a challenging activity to deliver, through zoom, but overall it went great and I received good feedback from my peers.

# data[].attributes.headline
Look at me... I am moving my hands like wings... what am I?

# data[].attributes.subject
Look at me... I am moving my hands like wings... what am I?

# data[].attributes.body
Activity: Pantomime without sound.

Focus: Assess children’s knowledge of animals and how they move through movement.

Goal: Give the opportunity to children to express themselves and explore the world of animals through movement.

Age group: Preschool.

My inspiration for this activity, was the presentation of the mutton bird, a beautiful choreography by Bangarra dance theatre. I found this video, fascinating as it connects humans with nature and non-human agents (mutton bird) through a mesmerising and artistic way. I prepared an activity, where students could choose animals and try to make movements of them, a kind of an imitation game without sound. Just movement. I presented to my peers the video from my on-country visit at Port Melbourne and I asked them, which non-human agents (animals, fish, insects etc), do they think that live there? I received various replies like, fish, birds, jellyfish, dogs. I then asked each one of them to think of an animal and make movements of it. The goal was for the rest to guess which animal it is. I do believe that this activity, would be beneficial to children, as they would have the opportunity to express themselves, learn about various animals in our eco-system and engage with non-human agents. Teaching our children, to respect all non-human agents and value them, is important and can assist on creating a future generation with respectful and moralised individuals, who value and respect nature and its agents. Bees, are for example, very important non-human agents for our planet and contribute a lot to our eco-system and of course to our nature and food. In addition, through this activity, we can create a fun and engaging learning environment, where we can observe children’s movements and interpret the hundred languages they use to express themselves. Through their movements, expressions, ideas we can extend on this activity by drawing, singing songs, ask students about what they know about animals, if they have any pets etc. Either way, we can create, meaningful moments of learning, if we open spaces for children to contribute to the activities in an engaging way.

# data[].attributes.headline
As you walk into places... circumstances change...

# data[].attributes.subject
As you walk into places... circumstances change...

# data[].attributes.body
Activity: Drama play into imaginary spaces.

Focus: To assess student’s engagement with places.

Goal: To open spaces for creativity, drama play and self-expression through sound and movements.

Age group: Preschool.

As another from of language, Arts contribute a lot to education and play an essential role in children’s educational journey. Through Arts (music, drama, dancing) children can express themselves, explore the world, build relationships, and build on their talents and capabilities. Arts can contribute to children’s lives in many ways, that words can not be used to describe. Drama, is another form of Art. Another form of communication and creativity among individuals. I chose a drama-based activity, including sound and movements, so my peers could have the opportunity to interpret and move into different imaginary places. The activity was based on using our spaces and pretend we are moving into various imaginary places. For instance, I asked my peers to walk into their rooms as their feet were very heavy, or very light, or they were walking under the rain, imagining and move, as they were at a party and their favourite song was playing! In my opinion, this activity is very interesting, because different interpretations of various circumstances happen for everyone, and each individual moves in a completely different way.

# data[].attributes.body
Activity 1: The ten sound effects journey

Focus: Assess children’s deep listening and interpretation of natural sounds

Goal: Give the opportunity to children to experience an interesting activity based on natural sound effects and challenge their deep listening skills.

Age group: Prep class. 5-year-old students.

I chose this activity being inspired from Pauline Oliveros (The difference between hearing and listening) and her amazing and inspiring Ted talk as well as from R Murray Schufer and his video ‘’listen’’ on you tube. Both gave me the opportunity to rethink my knowledge on deep listening and its importance. Through my personal experience with sound, I realised, how many times I avoid listening carefully to the sounds or people around me, and how improving my listening skills can bring joy and intensity to my life. I recorded a soundtrack of ten natural sound effects, which children can listen to deeply and try to identify as well as recognise these sounds. I chose ten simple natural sounds, like the sound of rain, walking, running, beach waves etc. I did purposely keep it simple, so the activity is age-appropriate, understandable, and easy to go through and experience. My age group is pre school students and the goal of the activity is to give the opportunity to children, to experience an interesting activity based on natural sound effects and challenge their deep listening skills. I will focus on assessing children’s deep listening and interpretation of natural sounds as well as create a positive and engaging learning environment, where children can feel creative, interested and engage with the place (classroom) even though these sounds do not come from somewhere they see, or are into. This activity can also challenge children’s imagination as well as can open spaces for meaningful conversations towards nature and its sounds. An extension to this activity, would be for children to share their experiences on various natural sounds and places.