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My assessment two was about a dragon chase so I thought hard how can I include a dragon into an experience, and I decided to a show a book first to the children to get their minds wondering about their own image of a dragon. Next, I wanted to set up loose parts for their imagination to continue to explore while taking part in drama. They would be able to use loose materials to dress up as a dragon while also using soft cardboard rolls to pretend as a sword. This was the children can create their own story about a dragon through dramatic play.

This concept of loose parts in creative play is spoken about in Wilsons book Nature and Young Children how during creative play children can discover representation of objects which intertwines into my experience, that children can use loose parts in an imaginative way of creating their own dragon story. (Wilson, R, 2007)

Theoretical Perspective - Vygotsky's belief in loose parts allows children to develop their cognitive thinking skills as they could interpret objects differently to their main purpose. This experience reflects that theory as I have used cardboard as a material for a sword or shield. I have also allowed them to use a range of loose materials to 'decorate' or dress up as a dragon. I gave them multiple options to encourage child agency. (Brooker et al., 2014)

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Natural resources used for musical instruments.

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The use of natural resources I was involved in during my 'dragon chase' in assessment 2, I have incorporated into an experience for children to connect with the land and create their own music by exploring natural world.

In my analytical response I discussed how the bark rubbing together created a scratching entanglement of sound, which then was explore in the activity just like how branches, sticks and pinecones can form a musical element.

This links to the natural sensory learning reading that the natural world provides an environment for children to explore and investigate meaning of the world and their senses. (Gano & Krull, 2020)

Theoretical perspective - Piaget's theory reflects the children learn most when exploring the natural environment and are active learners so through this activity children can be hands on while explore their land and learning to make music.

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photos from assessment 2 which materials that are used for assessment 3 in music/sound.

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Materials Need - Sticks, bark, pine cones, tree branches with leaves, a table or basket.

step one - have an inviting table or basket laid out with the resources for children to access.

step two - discuss with the children the importance of showing care and respect to the natural resources.

step three - demonstrate ways the children can use the natural materials to create sound/music with rhythms and dynamics.

step four - let the children explore their own forms and structure they can create with these tools.

This experience reflects to outcome 2 in EYLF - Children are connected with and contribute to their world as they use play to explore the natural environment while also learning to show respect and care for the land. (ACECQA, 2022)

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Sound/Music Making with natural resources

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I couldn't present this activity with children so these experiences didn't quiet go as expected due to this being with adults instead. But they were able to make music/sound which was expected, and they created a rhythm together unintentionally. There was many different resources for them to use and explore. The natural resources are very fragile which i did not expect them to fall apart so easy.

Next time I would like to use pinecones that were open a little bit more to demonstrate the flicking method that i watched in the video 'Learn how to create Foley art.' by Victor Zupanc. (Learn How to Create Foley Art, n.d.)

I really like the idea of using natural resources to explore music and sound, it has developed my understanding for my future practice. Which refers to my new knowledge of sounds can be created through any resource, then the entanglements make the music.

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Taking part in expressing and making their own meaning behind their own choice of loose materials.

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Materials needed - soft cardboard tubes, long spare pieces of materials.

step one - read the book the knight and the dragon (it can be played on the interactive tv.)

step two - place out the loose materials for the children.

step three - discuss ways they can dress up in the material.

step four - let the children express their own story about a dragon.

This connects to EYLF outcome 4 - children are confident and involved and involved learners as children engage in drama and share their ideas. (ACECQA, 2022)

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Engaging in pretend play while expressing communication through their movement.

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The props that I set out were used exactly how I expected them to but once again I couldn't present this experience with children so the adults didn't have a lot of interest into the book and only participated in the activity for a short amount of time. Next time I would like to add a few more loose parts for a shield or other materials to dress up as a dragon but overall, the experience demonstrated the children's choice in picking which material and they were able to express themselves through drama of movement.

This has development a new way of adding into drama experiences into my future practices that they don't have to use proper structured dress ups to imagine themselves as another person or animal. As well as keeping mind the importance of pretend play in an outdoor setting because indoors can be limited and full of structure also which decreases the space for imaginative play. (The Importance of Pretend Play in Natural Settings, n.d.)

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Yoga poses to reflect the movement around me in assessment two. This pose was interpretating the wind.

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In my assessment two I took part in a lot of movement including, running, ducking, hiding and waiting in the trees and bushes. I wanted to incorporate those movements into a fun activity for children, and I came up with yoga.

Yoga can be structured and free for the children to express their own interpretations. I used a tree pose to symbolise all the trees around me in my space, the wind movement which was up to their imagination to tilting to the sides which represented all the wind sounds in assessment two and a forward hold to represent hiding and ducking into the bushes.

This reminded me of the Mutton Bird video as the Aboriginal and Torres Strait Islanders used movement and dance to perform an important story and share their culture. They did not use any words just expression of twisting, bending and swaying. (Bangarra Dance Theatre, 2023)

Theoretical perspective - Dewey's theory of children learn through active engagement and learn best in a social environment points out the reflection to my experience of yoga where children can be involved in social groups to demonstrate their expressions of their world around them by being actively involved.

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This pose (forward fold)  was reflecting hiding and ducking in the bushes.

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Materials Needed - There is no materials needed only a yoga mat if preferred but can just be done on a flat area indoors or outside.

step one - introduce to the children about yoga and how its a form of expressing movement whilst also relaxing your body.

step two - demonstrate each pose for children to copy or generate their own.

step three - ask the children to design their own yoga poses that their environment makes them feel.

step four - don't forget to ask the children how each pose make their body and minds feel.

Taking part in this experience reflects to the learning outcome 3 that children have a strong sense of wellbeing as they engage in complex coordination to engage with people and explore their world around them. (ACECQA, 2022)

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A tree pose representing the trees surrounded in my space from assessment two.

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The experience went well as we were able to take part in the yoga poses I prepared and completing it outdoors but again I wasn't able to conduct this experience with children so taking part in this experience with an adult took an unexpected turn included we connected to our senses when completing each pose which I didn't think about when planning for this activity. We discussed our balance and how our muscles were feeling during each pose, we spoke about how we could smell the grass when we bent down low. We spoke about how we heard wind when we were moving like it. Next time I would like to conduct this experience with children both indoors and outdoors to see the different expressions and ideas that comes to mind. Which then takes me to the idea of things do not always go as planed so in my future practice, keeping an open mind to the thoughts and ideas that come behind children's expressions which also reminds me of the video Movement, Sound and Play Ashley Bowman how each person moves completely different but is still expressing the same story. (Movement, Sound, Play | Artifact Dance Project | TEDxTucson, n.d.)

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I had a lot of fun learning new ways to express yourself, I just needed to be a little more open minded about what is going on around me even when there is no talking happening just like a mime.

This overall unit has brought to my attention the importance of music, movement and drama but also has influenced me to take a moment not only in my practice but also my everyday lifestyle to sit back in silence, take part in Dadirri, deep listening and wait before acting. (Miriam Rose Foundation, 2017) I rush through things and try to hurry each task to complete everything but just like the monkey business video, if I don't sit back and continue to focus on one thing I won't become aware of what's happened around me.

I have learnt music is a type of language and it's about relationship between musical thinking and musical elements, as well as dance is another form of communication. Singing and moving has such a benefit for all ages not just young children, us adults need to do it more often.

This unit has really made me become aware that everybody has different views just like the parallaxis we can see the ordinary life into something magical.

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ACECQA, 2022, Belonging, Being and becoming: the Early Years Learning Framework for Australia (V2.0). In ACECQA. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Bangarra Dance Theatre. (2023). Our Company. Bangarra. https://www.bangarra.com.au/about/our-company/

Brooker, L., Blaise, M., & Edwards, S. (2014). The SAGE handbook of play and learning in early childhood. Sage Reference. https://ebookcentral.proquest.com/lib/edgehill/reader.action?docID=1712668

Gano, D., & Krull, S. (2020, July). Natural Sensory Learning. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Learn how to create Foley art. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=slBnlicFEA4

MiriamRoseFoundation. (2017). DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. In YouTube. DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo

Movement, Sound, Play | Artifact Dance Project | TEDxTucson. (n.d.). Www.youtube.com. Retrieved November 19, 2022, from https://www.youtube.com/watch?v=HrgpeuPbp-I

R. Wilson (edn) Nature and Young Children : Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch 1, pp 1-18.

The Importance of Pretend Play in Natural Settings. (n.d.). Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings