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This is 45s artefact that I went to Malmsbury Botanic Gardens to discovery the new garden I hasn't ever been. Great experience to see how beautiful the garden is and the sound in here made me remember the sound in the Mutton Bird dance.

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I will explain what the photo meant for me during the experience and how it related to one or more of the unit resources. I am a big fan of Harry Potter, and this screen in the image reminds me of The Witches's House. The scene is very peaceful but mysterious, as in magical movies. Three trees

act as guardians to open a portal through the wizarding world, which has many mysteries. As a witch, I can imagine we could fly over a lake or make a few loops from one branch to another. And hide the treasures under the foliage. We can play amazing drama activities here with children in the natural environment. Link to the resource, "Meaning can be conveyed in multiple modes (written language, spoken language, visual, audio, gestural, and tactile and spatial systems of meaning" (Kalantzis, Cope, Chan, and Dalley-Trim, 2016)(session 6). As small children, we lived in a multimodal world. We discovered that art was a language with as much communication power as speech. Later, like oral language, we learned that the arts could be a bridge to reading and writing and that music and movement had the same potential for contributing to our expression of meaning and self.

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To my surprise, I discovered a flock of ducks lying outside the garden gate. There were also many people standing and watching the movement of the ducks like me. Ducks always move in flocks and follow each other's movements. The movements of the children were the same. Children like to follow other people's movements and learn very quickly.

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Overal reflection:

By integrating sound, movement, and drama into my practice as an early childhood educator, I can create dynamic and immersive learning experiences that involve the diverse needs and interests of young children. These multisensory approaches not only enrich learning but also foster holistic development across cognitive, physical, social, emotional, and creative domains. I can incorporate these elements into my teaching repertoire and observe and adapt to the unique preferences and learning styles of individual children, allowing them to explore the world. Through the experience to record the artefact for this assessment, I gain more knowledge about the sound, movement and drama and how the natural environment play the important role in teaching. I can hear the natural sound of bird, trees or water when I was walking through the garden. It feel freedom, relax and lead us into different imagination stories. Freud's psychoanalytic theory first called attention to the emotion-regulating function of make-believe. In make-be- lieve play, children relive anxiety-provoking experiences (parental discipline, a dental visit) but reverse roles and as a result, the child exerts control over, and thereby surmounts, unpleasant experiences (Freud, 1961). Moreover, through emulating admired adults in play, young children internalize social norms, gain a sense of their future, and are motivated to follow those norms.

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Transcript: For my creative response to the artefact video, imagine that I am a little child playing with my friends in the garden. My friend took me to see the leaves and we discovered amazing leaves under big trees. We play a game, and whoever finds more interesting, shaped leaves than the rest will win. The winner will be Alice, who will go to Wonderland. We like to watch Alice in the Wonderful Land and want to go to see it. We walked around the trees to discover if there was a magical little door that would lead us to a new world.

When I work through the garden, as if I am lost in a quiet world with the sounds of nature. When coming to the garden, the natural environment creates many conditions for children to be creative and play many interesting games. “Through role play, children can “decenter” – to get into another person’s shoes and to see things from another perspective (Bilton, 2002). It means children gain other concepts and skills as they play, as well. They use their senses, explore their environment, solve problems, and then incorporate what they experience into their internal system of thought.