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1. Music - Create sound from the impact of a force into the subjects (natural elements) so that they collide with each other and form sound.

2. Movement - Creating the movement of natural subjects based on observation and imagination.

3. Drama - The mystery lake & valuable treasure! - Sensory Storytelling through many characters via human senses about the life that belongs to aquatic animals and plants around.

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Via my visit on-country experiences, I would like to connect these wonderful things to my teaching approach and perspectives on children. Firstly, deeply listening to the sound of nature (National Film Board of Canada, 2009) and recognising that music is not only sound but also a language (Wooten, 2013), and when we understand and see music as languages that help us learn and approach everything around us quicker and feel everything with love and care. Secondly, creating opportunities and developing methods of teaching about connection to nature through different senses (Ungunmerr, 1988) is an effective way to support the comprehensive development of children that can suit the ability, interests and strengths of each child. In addition, let children experience playing with water, soil, and trees to make a premise for the connection with the country. Water creates life for people, plants and animals. After that, these factors support each other and create countless other miracles in the environment and life, feel the cool, warm of the water through the tactile, taste the water through the taste buds and listen and look at the water to bring life to everything (Allara, 2018). Thanks to that as educators we can ensure that Aboriginal and Torres Strait Islander resources are genuine and appropriate.

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We acknowledge the Woiwurrung people of the Woi-wurrung Language Group of the Kulin Nation as the Traditional Owners of the lands on which we meet. We pay respect to their Ancestors and Elders who always have, always will and care for the Country and community from the past to today, and for the future generations.

"We must always remember that under the concrete and asphalt, this land is, was, and always will be traditional Aboriginal land" (Leroy-Dyer, 2018).

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This is the sound when I put my footsteps on the ground with small stones, branches, leaves and grass on the ground and the sound formed by the wind in the air when it collides with leaves and branches.

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A huge mirror reflecting everything !

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The only red leaf and the roots of the tree are woven together, which adorned me with the idea of ​​the treasure traceability under the mysterious lake.

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1.   What does it sound like? – An activity promotes children to touch, feel and listen to natural elements (like leaves, rocks, sand, water) and how they exist, and their language in our daily life, which is inspired by the ‘Dadirri’ (Ungunmerr, 1988). This activity links to the Outcome 2 EYLF (Early Years  Learning Framework) -Children are connected with and contribute to their world via providing experiences for children with access to a range of natural materials in their environment, and ensure that Aboriginal and Torres Strait Islander resources are genuine and appropriate (Australian Government Department of Education, 2022a, pp. 50-56).

2. Steps:

a/ Prepare the space: it can be implemented indoors/outdoors

b/ Gather material: the educator can prepare the material before or provide small baskets or containers for children to collect natural items together.

c/ Introduce the activity

d/ Model listening move, tap, shake

e/ Invite exploration: Encourage children to explore different materials

f/ Reflection: Ask open-ended questions (such as “what does it sound remind you of”? How does the “?” sound when it moves?)

g/ Children lead play: create music and dances with it, play as instruments and so on

3. Materials: Water, rocks, sand, leaves (Gum leaves, …), and recycled water bottles and baskets.

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1.   I and myself through the mirror! - An activity that promotes imagination in moving without using sound or restraint on obeying the sample, which is inspired by the ‘Silent Storytelling: The Art of Mime’ (Silent Storytelling: The Art of the Mime, n.d.). This activity links to the Outcome 4 EYLF – Children are confident and involved learners – Children develop a growth mindset and learning disposition such as curiosity, confidence, creativity and imagination (Australian Government Department of Education, 2022a, pp. 50-56).

Children will be based on suggestions given by other friends sitting below to describe actions or an object. On the right is the subject, the left is the reflection of the subject through the mirror. But the key point here is that neither will see the other. Therefore, the game is to promote children to use conjecture, imagination and memorisation from the surrounding observation to be able to move.

2.  Steps: Follow these steps and look at the photos attached below to easy image and understand the activity

a/ Set up space

b/ Introduce the activity

c/ Choose roles

d/ Add audience

e/ Children perform

f/ Swap turns

g/ Reflect and add changes if needed to make it easier for children to access the play experiences.

3.     Material: Foil paper, sticky tape

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1.  What went as expected ?

- Children participate in the game

- Listen to content and guidance

- Actively participate (Give a hand to have a turn, give the name of the object or the activity)

2. What did not go as expected ?

- There are still many children who do not understand the content of the game, so the play flow lately form and is not coherent, smooth.

- Children are still passive and not confident enough to show in front of a crowd.

3. Re-implement:

Change the concept of the game to make it easier for children to understand and flexible enough to catch up with the children's needs. For example, consider removing the pretend mirror that helps children make more gestures, like how to play the game, from their friends or even educators. Give a visual card of the items/ activity for children to look at before moving.

4. How might I use this growth in my future practice of ECE ?

- I see how wonderful the movement in silence made all senses are awakened, then the natural elements are perceived by the senses that will form a new movement. There, the freedom in moving, imagining and unstructured play would support the development of confidence and expressing emotions, interests and personality of children to be respected and developed.

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1.     What went as expected?

-       Children participate in activities

-       Causing attention during the introduction of the materials

-       Children interact with all the given materials, such as shaking the water bottle to create sound, shaking the branches to create sounds, and there are moments stop to hear the sound more clearly.

-       Some questions like: “What is this ?” “What are we doing?” or ‘It sounds like a broken dish’, ‘like the sound of rain’.

2.     What did not go as expected?

- Children have not used many materials at the same time to create a short music with a simple pattern.

3. Re-implement:

- Provide more materials to create more instruments.

- Try to connect and combine music and moves to increase the interest of children.

4. How might I use this growth in my future practice of ECE ?

- Combining music and movement to increase the attractiveness and challenges for children, a typical example and inspired by ‘Body Percussion’ (Music Moves - Body Percussion, 2019), which could train the ability to remember, be physically active, create their own musical compositions, and provide historical and cultural contexts to develop music in ECE.

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1.     The mystery lake & valuable treasure! – Sensory Storytelling through many characters and human senses (touching, hearing, smelling and visual movement) about the lives of a variety of water and plants around. The context is a lake with a turtle, a duck, a crocodile and a conversation between these characters to find the best way and the most appropriate character to be able to dive deep into the bottom of the lake to look for treasure. This activity is inspired by the video ‘SENSORY STORYTELLING Guide: A Webinar for Teachers and Parents’ (Theatre, 2016) and links to the Outcome 5 ELYF – Children are effective communicators: Children interact verbally and non-verbally with others for a range of purposes. In addition, providing experiences for children to care for the Country and connect with animals, plants, lands and waterways in the local community(Australian Government Department of Education, 2022a, pp. 57-64).

2.     Steps: Follow these steps and look at the photos attached below to easy image and understand the activity:

a/ Set up space

b/ Introduce the activity: The context of the story

c/ Choose roles: prefer to let children choose the characters they want to be

d/ Add audience to come, listen and watch the story

e/ Take a narrative so that children can imagine the circumstances and incarnate into the characters

d/ Let children lead the story and observe instead of interrupting the story, and avoid the teacher leading the play from this stage.

f/ Observe and support if children need help

g/ Reflect and rethink about the lesson

3.     Materials: Look at the photos attached below

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1. What went as expected ?

-Attract the attention of the children when preparing/ setting up the space

- Children participate in the game and excitedly choose the character they like

-Move and incarnate into the character through the teacher's narrative

2. What did not go as exopected ?

-Children self-lead the story in their direction after the teacher stops narrative and just stands next to the children to support when they need.

- Children’s voices: “Grahh Grahhh”, “Quack Quack”, “Ekkk Ekkk”, “Stop”,  “You better run, duckie”, “I will eat you”, “ But where is the treasure?”….

-There are many friends from outside to participate in the story and bring many other materials.

3. Re-implement:

-Setting up a stage and dressing up clothes for children to enhance this drama play.

-Besides, more characters to boost communication between children and social skills.

4. How might I use this growth in my future practice of ECE ?

-Storytelling in a combination of voices by different frequencies to suit the character's personality is an effective way to maintain children's attention and curiosity. Storytelling is not only hearing or seeing through books, but now children can hear, touch, smell, and see in combination with movement by using a variety of materials and instruments through the Sensory Storytelling style.

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Through these reflections, it is clear that the experience of moving and feeling plays an important role in children's learning and development. Silent motion allows children to awaken senses, test freely and express emotions, build confidence and a strong sense of identity (Ungunmerr, 1988). Similarly, the sensory storytelling feels of attracting children in addition to listening and seeing, inviting them to discover stories through sound, touch, smell and movement (Theatre, 2016). Both practices emphasise the importance of imagination, curiosity and respect for the way of expressing the uniqueness of each child. Together, these approaches create meaningful opportunities for children to connect, explore and develop comprehensively.

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References

Allara. (2018, November 14). Wala Is Life. Www.youtube.com. https://www.youtube.com/watch?v=1XACgej9L80

Australian Government Department of Education. (2022a). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 50–56). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Government Department of Education. (2022b). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 38–43). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Australian Government Department of Education. (2022c). Belonging, being and becoming: The early years learning framework for australia (V2.0). In ACECQA (pp. 57–64). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Music Moves - Body Percussion. (2019). ClickView. https://www.clickview.net/au/primary/videos/7767

National Film Board of Canada. (2009). Listen. Www.nfb.ca. https://www.nfb.ca/film/listen/

Silent Storytelling: The Art of the Mime. (n.d.). Www.youtube.com. https://www.youtube.com/watch?v=LDN0fxGByko

Theatre, S. (2016, April 19). SENSORY STORYTELLING Guide: A Webinar for Teachers and Parents. Vimeo. https://vimeo.com/163371099

Ungunmerr, M.-R. (1988). Dadirri. Https://Www.miriamrosefoundation.org.au/; Miriam Rose Foundation. https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Dadirri_Handout%20(1)%20(1).pdf?ou=2253526

Wooten, V. (2013). Music as a Language: Victor Wooten at TEDxGabriolaIsland [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0