# data[].attributes.headline
“The Seed Story” (Drama / Storytelling Language)

# data[].attributes.subject
“The Seed Story” (Drama / Storytelling Language)

# data[].attributes.body
We sat on the ground pretending to be seeds. My mother sprinkled water to represent rain, then the sun appeared to give light, and the wind blew to give us energy. Slowly, we grew: each of us transformed into a flower, a tree, or a plant. My daughters loved taking on these roles, connecting imagination, drama, and nature, Children acted out a story about seeds and plants, reflecting how everything in the park grows and changes together

# data[].attributes.body
Edith Cowan University. (2018). ECU Evaluation Final Report – The Sensory Storytelling Project. Retrieved from https://www.sensoriumtheatre.com.au/our-services/early-years/

Sensorium Theatre. (n.d.). Early Years Programs. Retrieved from https://www.sensoriumtheatre.com.au/our-services/early-years/

YouTube. (n.d.). Body percussion for kids [Video]. Retrieved from https://www.youtube.com/watch?v=LDN0fxGByko

# data[].attributes.headline
Singing and Dancing with Nature” (Music  / sounds Language)

# data[].attributes.subject
Singing and Dancing with Nature” (Music  / sounds Language)

# data[].attributes.body
My daughters sang a simple song we created: “We can hear the birds, we can hear the bee, we can hear the rain, we can see the trees.” While singing, they acted out each sound: flapping like birds, buzzing like bees, moving like rain, and swaying like trees. This activity encouraged creativity, gross motor skills, and connecting sound to body language, Children moved like trees and animals, exploring how we can learn from and connect with the land

# data[].attributes.headline
voice of the park  (movement dance language )

# data[].attributes.subject
voice of the park  (movement dance language )

# data[].attributes.body
in promenade park I asked my daughters to sit quietly and listen to the natural sounds around us. One daughter drew a tree with a bird, while the other drew the lake, a bee, the sun, and rain. Afterward, they moved and acted out the sounds: flapping like birds, buzzing like bees, and using their voices to imitate rain , Children listened to nature sounds and added body percussion to copy them, noticing the environment around them

# data[].attributes.body
My sessions were inspired by my previous Assessment 2 On Country experience, where I learned the value of listening to and engaging with place. At Promenade Park, I encouraged my daughters to connect with natural sounds, movements, and stories. This mirrors Indigenous perspectives that value the land as teacher, reminding us to respect and learn directly from nature.

The sessions are supported by theories of experiential and embodied learning (Kolb, 1984; Vygotsky, 1978), which highlight learning through doing, social interaction, and imagination. Using sound, movement, and drama allowed my children to creatively express their understandings while deepening their sensory awareness of the natural environment.

I also drew on examples such as the Sensory Storytelling Project (Edith Cowan University, 2018) and Sensorium Theatre’s Early Years programs, which demonstrate how music, movement, and drama can open new ways for children to connect with place through multisensory learning. Additionally, activities like body percussion (YouTube, n.d.) inspired the way I integrated rhythm and movement into our sessions. Embedding frameworks such as the EYLF (DEEWR, 2009) supported outcomes related to identity, connection with the natural world, and confident self-expression

# data[].attributes.body
Exploring sounds, movements, music and storytelling at Promenade Park.

# data[].attributes.body
What went as expected?

I expected my daughters might feel shy or distracted, but they surprised me with how focused and engaged they were. They listened carefully to the sounds of birds, water, and wind, and expressed these beautifully through drawing, movement, and song.

What did not go as expected?

I thought the lack of real instruments or background music might make it harder, but instead, it encouraged them to value the real sounds of nature. They became more creative in how they recreated the sounds with their bodies.

What might you do different next time?

Next time, I would include more collaborative group storytelling, maybe inviting more children, so they can share and expand on each other’s ideas.

How might you use this growth in your future practice?

This experience reminded me that simple, nature-based activities can be powerful. In my future practice, I will use outdoor settings more often to integrate music, movement, and drama in authentic ways that connect children to Country and the environment.

Overall Reflection

Before this unit, I mostly saw music, movement, and drama as separate activities. Now, I see how they can be woven together, grounded in place, to create meaningful learning. I learned to step back and allow children’s creativity and imagination to guide the process, and I now feel more confident to embed the arts across my early childhood practice.