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1. I will Begin by gathering the children in a quiet area conducive to listening.

2. Explain that they will be exploring different bird sounds using the iPad.

3. Play each sound one at a time on the iPad. Pause briefly after each sound to allow the children to recreate it.

4. Once all sounds have been explored and recreated, ask the children to think about which sound was their favourite.

5. Encourage them to consider what they liked about that particular bird sound.

6. Once all sounds have been explored get the children all at the same time to recreate the bird sounds making a haronzied tune.

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The first thing I noticed when I went on my assessment 2 country visit was the soothing sounds of the birds, it made me feel at ease and tranquil.  It reminded me of my childhood, playing in the park and listening to the birds chatter. As I did on my country visit for assessment 2, I wanted the children to use and practice deep listening for this experience since it helped me feel more connected to the place I was in. I therefore intended for this experience to help the children develop a close relationship with the land and its creatures by having them listen deeply to the sounds of the birds and recreate it. “Country is a place that gives and receives life. Not just imagined or represented, it is lived in and lived with... People talk about a country in the same way they would talk about a person: they speak to the country, sing to the country, visit the country, worry about the country, feel for country, and long for country. Country is not a generalized or undifferentiated type of place... country is a living entity with a yesterday, today and tomorrow with a consciousness, and a will toward life.” (Rose,D.2004). The sounds of birds chirping that nature gives us is a way for the children to understand that the land is alive and talking to us.

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When I did my experience with the children, the thing that went as expected was the children's interest in the experience. I tried my best to make this experience fun and interactive for the children and it worked great. Having the children do all these bird sounds in a fun way made them interested and keep wanting to participate. However, what didn't go as planned was that some of the bird sounds were too difficult for the children to imitate, as a result most of them just imitated a regular bird sound, which wasn't like the ones I demonstrated. For this reason, the next time, I'll choose simpler bird sounds that I believe the kids can imitate. For my future teaching practice I will use this growth, to make sure that I plan experiences that I believe won't be too complex or difficult for the children to do and also make sure I plan more fun and interactive experiences as I know that's when the children get most involved.

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1. I will create a set of flashcards, each depicting a different bird movement.

2. I will then gather the children in a space outside where there is room to move.

3. I will then explain to the children the concept of bird movements by briefly discussing how different birds move in unique ways depending on their species and activities.

4. Show the first flashcard depicting a specific bird movement. Describe the movement shown on the card using simple, clear language that is appropriate for the children’s age and understanding.

5. I will then demonstrate the  movement myself, exaggerating the motions to make it clear and engaging.

6. Then I will get the children to follow

7. Then pick their favourite action and create a dance.

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While on my country visit, I was observing a Kookaburra in the trees. I was captivated by its distinctive movements flying from tree to tree. From these movements I created a sound scape. From my experience I wanted to create an activity in which the children would move the way in which the Kookaburra did, from all my observations I created flashcards for the children to copy the movements, then creating a dance. Through this activity, each child learned that anything that moves can serve as inspiration for creating movement and dance. Dance is very important for children as it is a way of expressing themselves, using  their imagination and creating life skills. “what young children do in play through rhythm and movement, with someone they love, can lay the groundwork for the accumulation of complex skills later in life” (Trevarthen,C,2015). Movement and dance also provide children with an educational opportunity to connect with the natural environment, fostering inspiration and a deeper understanding of nature and link indigenous perspectives.

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During my experience, one aspect that unfolded as expected was the level of engagement from the children. The interactive nature of the activity really drew them in. One thing that didn't go as expected was that many children found some movements too complex, so next time I could make easier movements for the children that struggled. In my future teaching practice I will use this growth to plan different lessons for children that have trouble listening and understanding so I include every child.

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1. First I will Choose a suitable outdoor location where there are trees or other objects that move visibly in the wind.

2. Prepare the children for the activity by explaining that they will be observing how objects move in the wind then trying to recreate those movements themselves.

3. Discuss with the children what they notice about the movement: is it fast or slow ?

4. Then I will get the children to recreate the movements.

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When I did my on country visit it was very windy so I witnessed so much drama with the plants, trees and grass. I saw the trees dropping while swaying side to side, I saw the grass frolic and I saw flowers being toppled over by the wind. At that moment i realized that drama is all around us and sometimes we don't notice. In saying that my experience was for the children to pick up the drama that surrounds them, and utilise their creativity to recreate the movements. This is an important element for children to learn as creativity stems from drama for instance, children can use objects from the natural world, such a tree with a large hole in it, to act out scenarios like that is the door to where the fairies live .It is important for children to create their own world and use imaginative play as it is a vital component of their overall development. It promotes cognitive, social, emotional, and physical growth. “evidence reveals that children who engage in this type of make-believe exhibit more complex and imaginative pretense, understanding others viewpoints and emotions and self-regulatory self-talk. ( M, Taylor,1997). This pertains to EYLF, OUTCOME 2: children are connected with and contribute to their world. (Early years framework, 2019).

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While doing my experience something that went as expected was the way the children used their creativity to mimic the trees, each child had a unique way of demonstrating the trees movement. Something that didn't go as expected was the lack of wind and trees around that the children could mimic, therefor something i will change next time is taking the children to a park to do this experience so there will be lots of nature surrounding us.For my future teaching practise i will use this growth to plan activities that teaches the children more about the drama that surrounds us and take the children on excursions that lets them be immersed in nature.

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Over the duration of this course, my understanding of dance, music, and drama has significantly evolved. I didn't give these ideas much thought at first, but as time went on, I recognised there was a lot more to them. I discovered that noises are more than simply what we hear; they are the lands attempts to communicate with us. If you pay close attention, the world seems to be one continuous song. I discovered that children use dance and movement to tell tales and express themselves. Finally, I discovered that drama is always around us and that it serves as a major source of creativity for children.

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Taylor, M. and Carlson, S.M. (1997) ‘The relation between individual differences in fantasy and theory of mind’, Child Development, 68: 436–455.

Rose, D. B. (2004). Reports from a wild country: Ethics for decolonisation. Sydney, Australia: University of New South Wales Press. State Library of Victoria. (2015).

Department of Education. (2022). Belonging, being & becoming: The early years learning framework for Australia V2.0. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Delafield-Butt, J. T., & Trevarthen, C. (2015). The ontogenesis of narrative: From movements to meaning. Frontiers of Psychology, 6