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Title: "Harmony in Bloom: Crafting a Musical Tapestry Inspired by Cranbourne Gardens"

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Title: "Harmony in Bloom: Crafting a Musical Tapestry Inspired by Cranbourne Gardens"

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Summary of the Experience- Sounds & Music of Nature in our backyard

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Summary of the Experience- Sounds & Music of Nature in our backyard

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This learning experience aimed to foster an appreciation for both the natural world and the art of music, integrating sensory experiences with musical expression. Me and my son had a nature walk through Cranbourne Gardens where he was encouraged to listen attentively to the sounds of the environment around him. He listened to the chirping of birds, the rustling of leaves, and the gentle flow of water, immersing himself in the rich tapestry of natural sounds.

My son asked lots of questions where I could explain everything to him in detail. He asked "What is that sound" by pointing to a bird, trees, water etc. Then he started to mimic these sounds using his own voice. We were surrounded by music and sounds of nature. As we walked, My son noticed different colours, texture, shapes and sizes of river stones, barks, dry and green leaves, sticks, flowers in the garden. He started to collect some.

We did a nature walk in our backyard too and collected various natural materials like stones, barks, leaves, branches, flowers, loose parts to use as natural musical instruments in our musical experience. Then we sat in our backyard and created our own percussion musical instruments, exploring different sounds and rhythms in the nature. My son picked wooden sticks and used it as clapping sticks. He tapped to his own beat & rhythm and made sounds using his own voice. Then he created his own song by singing the colours of the natural materials while tapping the sticks in to a rhythm.

Later on, we experimented with vocalizations, mimicking the calls of birds and the whispering of trees, and discovered the joy of musical expression through sounds and play in our backyard.

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The combination of music in the backyard with nature sounds offers a multifaceted learning experience that promotes relaxation, sensory stimulation, connection with nature, cultural enrichment, creativity, mindfulness, physical activity, and educational opportunities. (Edwards et al., 2011). The comprehensive advantages of this experience validate its suitability for both educational settings and personal development endeavors. Thus, planned musical experience at my back yard in nature is an extension of the Assessment 2 on-country visit to Cranbourne Gardens.

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1) What went as expected?

The guided nature walk through Cranbourne Gardens and also in our backyard went as expected, providing the child with opportunities to listen to various natural sounds and observe the environment.

enthusiastically engaged in creating his own percussion instruments using found natural materials, demonstrating creativity and curiosity.

Singing sessions were successful in encouraging the child to participate and express himself through music and sounds while using natural materials that we found in our backyard and Cranbourne Gardens.

2)What did not go as expected?

As I wanted to implement this experience at my workplace, I could not do due to my sickness. Therefore, I implemented this experience at my backyard with my own child.

The weather conditions were chilly with rain at the end of the nature walk. Therefore, we had to rush for a shelter.

3)What might you do different next time?

Consider scheduling the visit to Cranbourne Gardens during a season with more favorable weather conditions to maximize outdoor exploration opportunities.

Provide opportunities for children at my work to engage with nature indoors through sensory activities or virtual experiences, such as videos or live streams of natural environments.

Continue providing children with opportunities to explore nature outdoors while implementing musical/singing sessions. (If the weather permits)

4) How might you use this growth in your future practice of early childhood education

Use the experience to emphasize the importance of flexibility in planning and implementing outdoor learning experiences, recognizing that weather conditions may not always be ideal.

Incorporate discussions with children about weather patterns and how they can impact outdoor activities, fostering an understanding of the natural world and the need to adapt to changing circumstances.

Integrate more indoor nature-based activities into the curriculum to ensure that children have opportunities to connect with the environment regardless of weather conditions, promoting continuity of learning and engagement.

Continue to have learning experiences outdoors so that children can use all their senses while observing and listening to nature actively. (MiriamRoseFoundation, 2017).

5) Overall reflection addressing: How has your perspective of music changed as a result of engaging with the unit content and required tasks?

Engaging with the unit content has deepened my appreciation for the role of music in early childhood education. I have come to see them not only as means of creative expression but also as powerful tools for holistic development. Music, in particular, has emerged as a versatile medium for fostering social-emotional skills, sensory awareness, and cultural understanding. Overall, I now view music as an essential component of early childhood curriculum, and I am committed to integrating them thoughtfully and purposefully into my future practice.

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How we made Musical Instrument- Maracas using natural materials and loose parts

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How we made Musical Instrument- Maracas using natural materials and loose parts

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After the nature walk at our backyard, we gathered natural materials to make maracas. We had to create maracas indoors because it started to rain. We sat in front of our backyard so still we would be able to observe nature and listen to the sounds of nature.

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Making Maracas using barks and loose parts

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Edwards, C. P., Gandini, L., & Forman, G. E. (2011). The hundred languages of children : the Reggio Emilia experience in transformation. Praeger.

MiriamRoseFoundation. (2017). DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. In YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

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Title: "Dancing Through Dreams: A Joyful Journey of Movement Exploration for Young Spirits"

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Title: "Dancing Through Dreams: A Joyful Journey of Movement Exploration for Young Spirits"

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Summary of the Experience- Movement and Dance in Nature

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Summary of the Experience- Movement and Dance in Nature

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Child is encouraged to move his body in harmony with the rhythms of the natural world and using his own voice. He embarked on a journey through the gardens, where he encountered a variety of sensory stimuli, from the gentle rustling of leaves to the vibrant colors of blooming flowers.

We used these natural elements in our movement/dance experience. The child danced gracefully, cradling foliage in his arms, as if nature itself had joined in the joyful rhythm. Through movement activities, such as nature-inspired dance sequences, the child expressed himself freely while connecting with the sights, sounds, and textures of his surroundings. He learnt to move with intention and grace, exploring different ways of interacting with the environment through his body.

We moved like swaying trees, circling with our hands up and down, shaking the foliage in playful rhythm. Mimicking birds, we searched the garden for imaginary food. The child, inspired, yearned to take flight like a bird.

In addition to structured movement exercises, he got exposure for unstructured exploration, allowing him to discover his own unique ways of moving and interacting with nature. Overall, this experience provides a holistic opportunity for the child to learn, grow, and have fun in a natural and imaginative setting while extending physical coordination, imagination, creativity, emotional expression, social skills, language development and nature appreciation.

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During on-country visit, I have seen various movements in nature and as an extension I planned this experience to move naturally in the nature by copying natural elements like trees, birds, wind etc.

Also, this movement/dance experience has an influence of Aboriginal culture where Aboriginal people do their traditional dances in nature using natural materials like leaves and branches of the trees. Thus, it connected to place, culture and country. (Bangarra Education Resources Mutton Bird, n.d.)

Overall, the movement learning experience at Cranbourne Gardens offers a holistic and immersive educational opportunity that aligns with the principles of child-centered, experiential learning. By integrating movement with nature exploration at our backyard, this experience aims to nurture children's physical, cognitive, social, and emotional development while fostering a lifelong connection with the natural world. (Wilson, 2018)

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1) What went as expected?

The backyard provided a familiar and safe environment for the child, facilitating a sense of comfort and security.

Child demonstrated high levels of engagement and enthusiasm during outdoor activities, eagerly exploring the natural elements and participating in movement and play.

The integration of movement into outdoor exploration was successful, with child expressing themselves creatively and imaginatively in response to the environment.

2) What did not go as expected?

Limited space and resources in the backyard was constrained the variety of movement and play activities unlike planning the experience in Cranbourne Gardens.

unpredictable weather conditions

3) What might you do different next time?

Incorporate more open-ended natural materials and loose parts into outdoor play to encourage creativity and problem-solving skills, allowing children to engage in self-directed exploration and construction.

4) How might you use this growth in your future practice of early childhood education

Reflect on the importance of outdoor play and exploration in early childhood education, recognizing the backyard as a valuable learning environment for fostering physical, social, and emotional development.

5) Overall reflection addressing: How has your perspective of movement changed as a result of engaging with the unit content and required tasks?

I have come to see these temporal arts not only as sources of creative expression but also as powerful vehicles for connecting children with the natural world and fostering holistic development. By integrating movement into outdoor exploration, child have the opportunity to engage all senses, unleash imaginations, and develop essential skills such as gross motor coordination, social-emotional competence, and environmental awareness. This experience has reinforced my belief in the value of outdoor learning experiences and has inspired me to continue exploring innovative ways to incorporate movement into my practice, both indoors and outdoors, to provide children with meaningful and enriching learning opportunities.

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Bangarra Education Resources Mutton Bird. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=o-PV98Oshkc

Wilson, R. A. (2018). Nature and young children : encouraging creative play and learning in natural environments. Routledge.

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Title: "Nature's Stage: Embracing Roles in the Great Outdoors"

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Title: "Nature's Stage: Embracing Roles in the Great Outdoors"

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My son was acting like a small bird in Nature and I was the mother bird who was trying to find her baby bird in the garden. The idea of this creative response was taken from my on-country visit in Assessment 2. 

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Summary of the Experience- Drama in Nature

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Summary of the Experience- Drama in Nature

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The child embarked on a magical journey of self-expression and creativity through the art of drama. This learning experience offers young learners a platform to explore their imaginations, develop communication skills, and build confidence in a familiar and nurturing environment.

The backyard becomes a stage for dramatic exploration and the child using simple props that we made using natural materials, to enhance his performance. He engaged in imaginary and dramatic play, and collaborative storytelling sessions, showing his creativity and imagination.

Through drama, the child learns to express himself verbally and non-verbally, developing language fluency and emotional intelligence. He gains a deeper understanding of character development, plot structure, and narrative dynamics, while also building empathy and active participation of Drama in Nature. We were able to create a beautiful drama using natural elements while engaging in the nature.

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As an extension of the Assessment 2 on-country visit to Cranbourne Gardens, I have planned this Drama experience for the age group 3-5 years old. I planned a nature walk in my backyard at home with my son. During our walk, my son gathered natural materials and we made some props of natural characters. We used these props to create our own drama which happened in nature.

Backyard dramatics learning experience provides a holistic and enriching opportunity for the child to engage in creative expression, social interaction, and personal growth. By fostering a love for storytelling, performance, and collaboration, this experience lays the foundation for a lifelong appreciation of the arts and a deep sense of self-confidence. Furthermore, drama itself makes connection with others and nature. Thus, Nature plays a crucial role and act as a third teacher in children's early years of learning. Storytelling is considered as sacred cultural value which is connected to place among Aboriginal people. (Welch, 2009).

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Making our own props for the Drama experience in Nature

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1. What went as expected?

Child enthusiastically embraced the opportunity to engage in dramatic play and storytelling in the backyard setting, demonstrating a natural interest for creative expression.

The use of simple props effectively enhanced his performances, sparking his imaginations and enriching his storytelling experiences.

2. What did not go as expected?

Limited space and resources in the backyard may have paused the variety of dramatic activities

3. What might you do different next time?

Incorporate more open-ended natural materials and loose parts into dramatic play to encourage creativity, imagination and problem-solving skills, to engage in self-directed exploration and play.

4. How might you use this growth in your future practice of early childhood education

Reflect on the importance of providing opportunities for creative expression and imaginative play in early childhood education, recognizing the backyard as a valuable learning environment for fostering social-emotional development and artistic expression.

Integrate lessons learned from the backyard dramatics learning experience into future dramatic play activities to provide children with diverse and enriching experiences.

5. Overall reflection addressing: How has your perspective of drama changed as a result of engaging with the unit content and required tasks?

Participating in the backyard dramatics learning experience has deepened my understanding of how drama used in early childhood education. These artistic forms aren't just about expressing creativity; they're powerful tools for nurturing social-emotional skills, communication abilities, and imaginative thinking. By weaving music, movement, and drama into outdoor activities, children can fully immerse themselves, engaging all their senses, sparking their imaginations, and develop crucial skills like problem-solving, teamwork, and self-assurance. This experience has proved my belief in the effectiveness of child-centered, play-based learning approaches that prioritize curiosity, exploration, and a strong connection with nature. Going forward, I'm committed to integrating music, movement, and drama into my teaching practice in meaningful and intentional ways, knowing they have the potential to ignite joy, curiosity, and a lifelong love of learning in young children.

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After the Drama experience, child initiated another dramatic experience in nature

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After the Drama experience, child initiated another dramatic experience in nature

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Drama is a form of Art and Language that can be used as expression and communication in Early Childhood Education. (Roy et al., 2015).

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The child took the lead in creating a dramatic scenario, utilising props he had crafted himself.

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Roy, D., Baker, W., & Hamilton, A. (2015). Teaching the Arts : Early Childhood and Primary Education. Cambridge University Press.

Welch, W. (2009). Who Owns the Story? Storytelling, Self, Society, 5(1), 1–22. http://www.jstor.org/stable/41943296