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ADVENTURES ON THE LAND- THE LAND, THE WIND, THE BIRDS AND THE TREES (ARTEFACT)

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ADVENTURES ON THE LAND- THE LAND, THE WIND, THE BIRDS AND THE TREES (ARTEFACT)

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LINK FOR YOUTUBE IF VIDEO DOESN'T WORK:

https://www.youtube.com/watch?v=jc_WftR6YkY

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BERNIE THE BIRD BATTLES WITH THE ANGRY WIND ( Creative Response)

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BERNIE THE BIRD BATTLES WITH THE ANGRY WIND ( Creative Response)

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IF VIDEO DOESNT WORK: LINK FOR YOUTUBE

https://www.youtube.com/watch?v=0eESJzRoAzM&t=11s

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When I see birds I get reminded of their sound of chirping. During my experience, I saw birds chirping and I imagined that the birds were talking to one another through their chirp. The birds heard the cry of Bernie the hurt bird and were able to help him.  Furthermore, near the end of my experience I saw a group of birds chirping together in the sky, I imagined that the birds were singing together in the sky. My experience reminded me of Miriam Rose’s reflection and video as through doing “inner, deep listening and quiet, still awareness”(MiriamRoseFoundation, 2017), I was able to hear the chirps of the bird. It is important to take time out of our busy life, to just appreciate the land we live on, and to do “inner, deep listening and quiet, still awareness”(MiriamRoseFoundation, 2017).

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During my experience, the swaying and swooshing of the trees in the wind made me reflect on how movement is not simply moving physically, but through movement we do meaning-making. In my experience when the trees were swaying in the wind, there was meaning behind their movement.  The angry wind howled and that's why the trees swayed and swooshed in the wind. I was reminded of the video “Mutton Bird” (Bangarradance Theatre, 2015) as the movements of the dancers in the video held meaning. Furthermore, my experience reminded me of the importance of movement in a child's life, “spatial literacy and children's everyday lives are embedded in one another”(Jarvis et al.,2017). “Observational research has shown physical activity in early childhood is associated with better physical health”(Hnatiuk & Hesketh, 2016).

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During my experience, I saw a broken cracked branch on the ground. I imagined that the wind had pushed and bent the branch. Due to the power of the wind, the branch cracked and fell onto the ground with a thud!  My experience reminded me of the Mutton Bird video I watched in session 3, this is because in my experience I also incorporated the elements of music and movement to create drama. The sound of the branch crackling and the movement of the branch cracking added a dramatic element to my experience. The video “Mutton Bird” (Bangarradance Theatre, 2015) clearly shows to us that through using movement and sound we can create tension/ drama in the environment.

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THE MOVEMENT, MUSIC AND DRAMA THAT HAPPENS ON A WINDY DAY ON THE LAND -ANALYTICAL RESPONSE

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THE MOVEMENT, MUSIC AND DRAMA THAT HAPPENS ON A WINDY DAY ON THE LAND -ANALYTICAL RESPONSE

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My creative work was about a bird named Bernie who couldn't fly because of the power of the angry wind. The angry wind howled and blew away the leaves on the trees and broke the branches of the trees. The bird got hurt by the wind but was eventually able to fly and fight the power of the wind with the help of some other bird friends. During my experience I was not in a stationary position, I was moving around on the land and was entirely engrossed in a new world. The movement, sound/music, and drama that happened during my on-country visit helped my imagination and the imaginary play I participated in made me feel more connected with the place. I believe that pretend and imaginary play is extremely important for children and their development because research shows “that children who participate in complex, collaborative, pretend play are better able to regulate their emotions and implement creative problem-solving” (Wallin, 2019). My creative work has influenced my future teaching pedagogy as I now hope to incorporate imaginary and pretend play in both indoor and outdoor settings. Through setting pretend play outdoors I hope to make children feel more connected with the place and environment. “According to the philosophy of Reggio Emilia, the learning environment is the “third teacher” in early childhood education” (Edwards, Gandini & Forman, 1998). Through setting imaginary play outdoors children will develop “physically, socially and emotionally” (Wallin, 2019). There was a lot of movement that happened during my experience, the trees were swaying around in the wind, the leaves were flying off the trees and the birds were flapping their wings and flying in the sky. The movement in my experience made me realize how through movement we can express our feelings and emotions. I was reminded of the “Mutton Bird” (Bangarradance Theatre, 2015) video because in the video the dancers, through using body language, were able to tell a story. My experience has impacted my pedagogy as I hope to set movement-based activities outdoors as “ natural outdoor spaces have a special quality that promotes the frequency, duration, and quality of creative play” (Wilson, 2018). There were many sounds that I heard during my experience, I could hear the birds chirping, the leaves rustling, the crackling of the branches, and the sound of the trees swaying in the wind. The sounds I heard in nature reminded me of Mariam Rose's ideas about doing “deep listening and quiet still awareness”(MiriamRoseFoundation, 2017. In my future teaching, I hope to take children outdoors so that they can do “deep listening” (MiriamRoseFoundation, 2017) and appreciate the sounds in nature. Additionally, my experience of music in my country site visit reminded me of the importance of music in a young child's life and reminded me of the video I watched in session 4 called “Is your baby getting enough music?”(UNICEF, 2019.). Doctor Ibrahim Baltagi in the video said that “music at early ages helps children express themselves and share feelings” (UNICEF, 2019). Furthermore, there was a lot of drama that happened during my experience. The wind caused a lot of movement and sounds to occur in the environment. For example, the movement of the bird flying off the tree and landing on to the ground with a loud thump added a dramatic element to my experience. I connected with the Mutton bird video because the elements of movement and sound added a drama element to my experience. The drama I experienced in my country on-site visit made me realize how there is drama everywhere in nature. In my future teaching practice, I hope to take children outdoors so that they too can experience drama in nature.  Through going outdoors not only will children be able to experience and participate in drama but they will also be able to grow a sense of appreciation and respect for the land they are on. As an upcoming early childhood teacher I will set creative play and imaginary play outdoors so that children can roleplay and experience drama on the land. The “ natural world offers an incredible wealth of sensory experiences and open-ended materials for motoric manipulation” (Wilson, 2007) and through “role-play, children are able to “decenter” – to get into another person’s shoes and to see things from another perspective” (Wilson, 2007). Through my experience, I’ve realized how there is so much sound, movement, and drama in nature, all we need to do is listen and imagine.  Being on the land and participating in imaginary play helped me connect to all 3 languages in unison and in combination. The birds were chirping, the trees were swaying and the branches were cracking and breaking. During my experience, I felt like I was one with the land. I could taste and smell the freshness of the air and could feel the strong powerful wind passing through me. Furthermore, my experience made me feel very adventurous and free because I imagined that I was a bird, and transforming into a bird made me feel like I could do anything. Additionally, my experience reminded me of my childhood memories because in grade 4 during lunch break, me and my friends used to pretend to fly like birds and fairies. My experience has impacted my pedagogy because I now understand that through being outdoors in nature and through participating in imaginary play, children are able to easily explore and connect with the languages of drama, music, and movement.  Many parents believe that imaginary play isn’t beneficial for children but  “pretend play can significantly facilitate children’s capacities for perspective taking, which can facilitate abstract thought” (Bergen, 2002).  Overall I really enjoyed my country on-site visit and my experience. My understanding of movement, music, and drama has deepened, and I hope to incorporate all 3 languages effectively in my future teaching, in order to help children grow and develop.

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