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Sing Along with The Mother Duck “Quack” - Implementing The Language of Music

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Sing Along with The Mother Duck “Quack” - Implementing The Language of Music

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As I was reflecting on my country visit, I began to consider how music is created by nature. It was incredible to witness how the sounds of the forest, the sound of the river, the singing of birds, and the quacking of ducks all contributed to the natural symphony of the environment. I then started to consider how I could include this in the learning and development of children. I had a plan to sing the song "five little ducks went swimming one day" outside with the children while they made motions. First, I wanted to get the children enthusiastic by showing them ducks’ pictures from my country visit.

From the moment of our birth, music plays a significant role in our lives. Babies respond to sounds, such as singing along to songs or hearing voices, even before they can talk, and as they become older, this becomes more and more significant. Particularly young children enjoy learning through music. They can begin to develop their ability to recognize patterns with the help of repetition. It becomes evident when I combine my county visit with the lesson plan that I will be implementing that music fosters a child's connection to the natural world. Music imitates the inherent rhythmic structure of many sounds found in nature, such as birds singing, raindrops and crashing waves. The innate tempo of a child's brain is matched by the slowness of nature. Developing a connection with nature through music helps children learn about indigenous ecological knowledge and how our indigenous people use natural resources to generate music (Slater, 2020).

One day, I began gesturing while singing the song "five little ducks" with a bunch of children outside. I could not wait for them to join me in singing the song. Sometimes later, all were engaging with me in singing happily. We were fortunate to spot a duck on the road later in the day. Along with another staff member, I took a seat with the children and began mimicking the sound of a duck while repeating "quack quack." Next time, I would like to do a mini play including Mother Duck and her five little ducklings with the children.

Outcome 5. Children are effective communicators (Department of Education, 2016)

https://youtube.com/shorts/aPfymimcXos?feature=share

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Children were making the sound of the duck with an educator.

https://youtube.com/shorts/aPfymimcXos?feature=share

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Swinging trees are look like us- Implementing The Language of Dance/Movement 

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Swinging trees are look like us- Implementing The Language of Dance/Movement 

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I came up with the concept of tree dance based on my artifact when I considered how I might introduce the children to dance and movement language while they interact with nature. I'm going to play an iPad video for the children that shows trees swaying in the wind. The next step in my approach is to take the children outside and demonstrate how they can use their bodies to mimic natural features like trees. While encouraging children to participate, I will participate in this simple bodily learning experience with them.

Children can learn to regulate and coordinate their bodies through dance, and the movement helps them become more aware of their surroundings. Children will get better at listening and understanding when they are imitating an adult or mastering a specific movement. They'll also start to notice other people sharing the place more intently. Through dancing, children's coordination, balance, physical skills, and rhythm are enhanced. Indigenous knowledge may be taught in our early childhood schools in a variety of ways, including via dance. It provides the opportunity to connect with the natural world in new ways, through new perspectives and fresh eyes (Hanna, 2014). Walking through the country visit and witnessing the movements that nature offers reminded me that Indigenous dance groups provide young children a chance to connect with their community and environment while also understanding, appreciating, and promoting their culture. Before performing them at ceremonies and festivals, the dancers study the background and meaning of the traditional songs and moves.

One windy day, I used the opportunity to introduce the children to this learning experience. I used my iPad to show them a video that demonstrated how trees sway in the wind. I then led the children outside to see a tree that was closer to the daycare swinging in the wind. I began to mimic the motion of the tree, urging the children to follow suit by raising their hands and gently swinging their arms and bodies in the same direction. The fact that children could actually observe (due to the windy weather) how a tree moves in response to the wind made me extremely pleased. After giving the learning experience some thought, I might repeat the same learning experience next time but provide the children with some green fabrics to hold in their hands or some leaves to hold them while they dance or move like trees to encourage them.

Outcome 4. Children are confident and involved learners (Department of Education, 2016)

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Ants Go Marching One by One - Implementing The Language of Drama

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Ants Go Marching One by One - Implementing The Language of Drama

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In order to use this with children, I took out the piece of my artifact that showed ants lining up to get into the creek. I want to start acting like ants with children outside as I play the song "ants go marching one by one". Marching like ants, form a line and around the playground. I was interested in observing how children would dramatically move their feet and bodies in time with the music.

Drama enhances the improvement of language and concentration skills. Children add to their growing vocabulary when they acquire the language of the drama they are doing. In order to help children become better communicators, they are encouraged to communicate themselves verbally as well as through body language and facial expression (Drama). Acquiring knowledge of the language of drama fosters children's creativity, socialization, and confidence (Welch, 2009).  I am able to comprehend how Aboriginal and non-Aboriginal children are encouraged to develop empathetic understanding, find similarities with their own learning routines, and recognize the value of Aboriginal thinking, doing, and learning through my involvement in drama activities with children and how it relates back to my experience on county visit.

Children were delighted to begin walking around the playground at their best on the day I implemented the learning experience, moving their bodies and feet to the beat and copying my action of marching like ants. This dramatic performance went on for a while as we performed the song a few times while acting like ants. Children marched after me and each other, much like ants line up and head toward the creek. The next time, I would like to paint children's faces to resemble ants and repeat the same learning experience to add a little more drama to the play. It would be amazing to watch the tiny ants march around the playground.

Outcome 1: Children have a strong sense of identity (Department of Education, 2016)

Outcome 2. Children are connected with and contribute to their world (Department of Education, 2016)

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Department of Education and Training, & Victorian Curriculum and Assessment Authority. (2016). Victorian early years learning and development framework: For all children from birth to eight     years. https://vucollaborate.vu.edu.au/d2l/le/content/185023/viewContent/9065691/View.

Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door between Visual Arts and        Music. Early Childhood Education Journal, 42(4), 287–294.                file:///C:/Users/khcha/Downloads/EBSCO-FullText-2024-04-05.pdf.

Slater, O. J. (2020). Storying: a Reflection on Entanglements with Indigenous Australian                Methodology. https://doi.org/10.17863/CAM.58324.

Welch, W. (2009). Who Owns the Story? Storytelling, Self, Society, 5(1), 1–22. http://www.jstor.org/stable/41943296.

Wilson, R. (2007). Nature and young children: Encouraging creative play and learning in natural environments. Routledge.