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In my creative response, I made a short movement video inside my home. I used slow, gentle movements like walking, waving, and reaching out—to express how I felt during my walk On Country visit. I used my original artefact video natural sounds wind, birds, and leaves rustling in as the background sound to create the feeling of being outside. My movements were inspired by the place that I visit, trees waving, the wind touching my face, and the quiet stillness of the place. Even though I recorded this video indoors, but I wanted it to feel like I was in nature, and responding to it through movement.

During my On Country visit, I walked through a dry, open space with big trees and winter plants. I heard birds calling, cars passing, and the strong wind sound that rustling with the trees. I touched and feel rough bark and soft, feathery plants that looked like fairy wings. These small things helped me to feel connected to the place. It wasn’t just a walk, I was listening, touching, imagining, and feeling. It reminded me of how I used to play in nature in my childhood ,and how children play in nature, using their senses and making up stories as they go.

My creative response is a way to show how we can use movement to tell a story without words. In early childhood, children often use their bodies to show us what they feel or imagine. Moving slowly, reaching out, and following the wind with my arms helped me to express my thoughts and feelings. This reminds me that as an educator, I should support children to use their movement as a way of learning and expression.

This experience also made me think about Dadirri, the idea of deep listening from Aboriginal culture.in class session I learned Dadirri means being still, watching, and listening with care. I tried to do this on my walk. I listened to the wind and the birds, felt the tree bark with my fingertips, and watched how those trees moved. It made me feel really calm and respectful. I think children can and will benefit from this kind of deep attention too. We can teach them to slow down, listen carefully, and notice the world around them.

Wilson (2007) explains that nature helps children to explore, imagine, and create. On country visit That’s what I experienced. The place made me want to move, listen, and imagine stories. I didn’t plan the movements, so I just followed what I felt in the moment. This is something I want to bring into my teaching. Giving children time to feel outdoors can help them do the same.

Wallin (2019) also talks about how nature supports to pretend play and helps children to grow in thinking and language. On my walk, I imagined the trees all were alive, and those plants were part of a fairy world but its need to explore with care. This pretend play came out naturally to me because of the environment around me gave me that vibes. Children need this kind of open space to make their own games and stories.

The video Movement, Sound, Play (Artifact Dance Project, 2018) also gave me ideas. It showed to me how movement and natural sounds can be used to tell a story. Watching the dancers helped me to see how even small movements can change things, show feelings. This encouraged me to trust my body and just move how I felt.

My video is not a perfect dance—it is my personal response. The sounds of nature helped me to create the feeling of being outside. Those gentle movements helped me to show my emotions. Even though I was indoors, I still felt like, I was still connected to the place I visited. This shows how we can bring our outdoor experiences into other spaces and still we can express them in creative ways.

As a future early childhood educator, this experience helped me to see how important movement, sound, and imagination are in learning. I want to give children to time to explore nature, to move freely, and to create their own stories. I will encourage them to use their bodies, to listen deeply, and to connect with the places around them.

In conclusion, this creative response helped me understand that movement, imagination, and our nature are closely connected. When we listen and slow down, we can find new ways to express ourselves. Nature is not just a background—it can be a partner in learning ways. As educators, we can help our children to n build strong and joyful connections with the natural world.

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Artifact Dance Project. (2018). Movement, sound, play [Video]. YouTube.

https://youtu.be/HrgpeuPbp-I

Ungunmerr-Baumann, M. R. (1988). Dadirri: Inner deep listening and quiet still awareness. Miriam Rose Foundation

. https://dadirri.org.au/wp-content/uploads/2015/03/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl1.pdf

Wallin, M. L. (2019). The importance of pretend play in natural settings. Community Playthings.

https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings

Wilson, R. A. (2007). Children, creative play, and the natural environment. In R. Wilson (Ed.), Nature and young children: Encouraging creative play and learning in natural environments (pp. 1–18). Routledge.

https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Nature_and_Young_Children_Encouraging_Creative_Pla..._----_(Chpater_1_Children_creative_play_and_the_natural_environment)2.pdf?ou=2214005

grammarly app.

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“Crunch, Wind, Whisper—My Outdoor Story”

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“Crunch, Wind, Whisper—My Outdoor Story”

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This creative response will use movement and sound to interpret the imaginative and sensory experience I had in a wintertime dried wetland.

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This movement piece captures my feelings as I strolled through the area—the soft magic of the setting, the whisper of the wind, and the sway of the trees.

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I captured this during my outdoor visit near my home—trees, wind, dry winter land, and my first moment of inspiration.”