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Title: Creativity/Artefacts using nature, sound, movement and drama at Lake Mcivor Reserve 

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Title: Creativity/Artefacts using nature, sound, movement and drama at Lake Mcivor Reserve 

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A short summary of the three experiences with the children:

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A short summary of the three experiences with the children:

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In our three experiences at Lake Mcivor Reserve, the children engaged with a variety of artefacts, each contributing to their exploration in sound, movement and drama.

1. Dance Activity

The tall trees provided a natural setting for our dance routine, their branches swaying side to side allowed the children to learn and mimic their movements, incorporating tree- inspired gestures into their dances.

2. The calls of the magpies, birds and ducks in the creek captured the children's attentions and aspired them to listen to the sounds and mimic them using different musical compositions and noises.

3. The children imagined themselves as blossoming flowers, they used the flowers behind them to portray an image of how a flower would grow and then incorporated that into a drama act as they became flowers blossoming on a cool spring evening.

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Activity 2 drama : Blooming like  flower 

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Activity 2 drama : Blooming like  flower 

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Activity 3 Music and sound: Mimicking the birds and ducks around us

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Activity 3 Music and sound: Mimicking the birds and ducks around us

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Rationale/Justification Relating to Assessment 2 Experience

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Rationale/Justification Relating to Assessment 2 Experience

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During my on-site visit to Lake Mcivor, the park's immersive atmosphere encouraged hands-on exploration, encouraging curiosity, creativity, and problem-solving abilities, which aligns with theories that emphasise nature-based experiential learning (Lynch, 2021; Candell, 2013).

The transforming impact of music and sound in improving children's emotional well-being and cognitive development was obvious when they mimicked the bird noises using their soundscapes. This is consistent with Dr. Ibrahim H. Baltagi's findings on music's involvement in brain development and emotional regulation (UNICEF, n.d.).

Rationale/Justification Relating to Theoretical Perspectives from Unit Material:

The unit content offered a framework for interpreting these findings. It emphasised experiential and kinaesthetic learning, as well as active involvement with the environment (Delafield-Butt and Trevarthen, 2015). This is consistent with the children's behaviours in the park, demonstrating the importance of movement-based learning for overall development. The unit's emphasis on nature-based learning and environmental awareness encourages the incorporation of environmental education into the early childhood curriculum, reaffirming the interdependence of humans and nature (Candell, 2013).

It also parallels the Reggio Emilia approach, which sees the environment as the "third teacher" (Edwards, Gandini, & Forman, 1998), reaffirming the notion that nature can be an effective instrument for learning and growth. The children's interactions indicated their ability to work in groups, be creative, and engage in imaginative play, all of which are important aspects of their overall development.

Finally, recognising the relevance of arts-based practices in fostering creativity and self-expression (Deans & Wright, 2018), the unit is consistent with observed dance-play activities, emphasising the necessity of including creative arts into early childhood education.

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Our trip to Lake McIvor went better than expected, with the kids showing a significant interest and passion for their natural surroundings. They avidly explored their surroundings, gathering local things and interacting with the environment. This active participation demonstrated their genuine curiosity and enthusiasm to learn, fostering a happy mood throughout the day. In conclusion, the children's eager and active participation validated the efficacy of our planned activities and the significance of introducing nature-based experiences into early childhood education. Their pleasant experience taught me the importance of hands-on learning to assist the overall development of children in an early childhood setting.

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While our visit to Lake Mcivor was mostly successful, a few things did not go as planned. One unanticipated problem was managing the time for the planned events. The initial planning underestimated the time required for each activity, which resulted in some frantic moments near the end of our visit. Furthermore, the transition between different tasks was not as seamless as expected. Some children found it difficult to switch between drama, movement, and dance needing to acquire objects rapidly, which disrupted the flow of the experience. In conclusion, time management and transitions between activities, did not proceed as planned during our On Country walk. These problems provided great insights into future planning to improve the overall experience for the children.

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Reflecting on our visit to Lake Mcvior, I would make a few changes for future visits to improve the children's experience.

First, I would devote extra time to each activity to ensure a more relaxing and immersive experience. This would assist to eliminate rushed times and allow the children to fully engage and explore each activity without feeling rushed.

Second, I would improve the transitions between activities by making them smoother and offering clearer directions to assist the children to understand and prepare for the following activity.

Finally, I would solicit feedback from the children and study their interactions more closely in order to better understand their preferences and needs. This feedback would be extremely useful in improving the activities and ensuring they are both engaging and beneficial to the children.

By making these changes, I feel i can provide a more enriching and delightful experience.

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

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

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Our stroll around Lake Mcivor was a one-of-a-kind learning experience that reflected early childhood education themes, notably drama and movement. Drawing on the drama session's emphasis on the value of pretend play in natural settings, I studied the children's interactions with their surroundings. They displayed teamwork, creativity, and imaginative play, all of which are important for their overall development (Wallin, 2019).

Our exploration of movement and dance during the walk mirrored the benefits discussed in the session on movement and dance. The children's natural need to move and explore their environment demonstrated the developmental benefits of dance play, including motor skill development, balance, and emotional regulation (Delafield-Butt & Trevarthen, 2015; Dance Teaching Ideas).

Including these ideas into my future practice, I intend to include more outside, nature-based activities that promote pretend play and movement. I want to encourage children creativity, social skills, and cognitive development through open-ended materials and a supportive setting (Fjørtoft, 2001; Ridger, Knowles & Sayers, 2012).

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Reflecting on our trip to Lake Mcivor with the children has been a remarkable journey, connecting music, drama and dance perspectives, to increase our understanding and appreciation for the place and it's significance. Here are some important reflections and observations:

The dancing activity, inspired by the movement of the tall trees, allowed the children to express themselves physically while also learning about rhythm and balance. The sound exploration, which included bird calls and other natural sounds, encouraged children to improve their listening and auditory skills while also developing an appreciation for the sounds of nature. Finally, the theatrical action in which the children envisioned themselves as blossoming flowers encouraged imaginative play while also providing a physical outlet for expressing development and transition.

This perspective highlights the importance of nature-based learning in early childhood education. By incorporating drama, movement, and sound into outdoor experiences, I hope to create more comprehensive learning environments that promote creativity, emotional control, social skills, and cognitive growth. The children's good reactions to the Lake Mcivor experience confirm the significance of these approaches, and the insights learnt from this tour will help me refine and improve future On Country excursions.

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Candell, A. (2013). Movement in the Wild: Nature as Dance Partner. Common Ground Magazine. Retrieved from https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Delafield-Butt, J. T., & Trevarthen, C. (2015). The ontogenesis of narrative: From movements to meaning. Frontiers of Psychology, https://doi.org/10.3389/fpsyg.2015.00707

Deans, J., & Wright, S. (2018). Dance-Play and Drawing-Telling as Semiotic Tools for Young Children’s Learning. Routledge.

Gandini, L. (2012). The atelier: a conversation with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: the Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO, LLC.

Lynch, C. (2021). Audio Experience. Arts House for Refuge 2021. Retrieved from https://www.artshouse.com.au/watershed-audio-experience/

UNICEF. (n.d.). How music affects your baby’s brain: Mini Parenting Master Class by Dr. Ibrahim H. Baltagi. Retrieved from https://www.youtube.com/watch?v=gIwhGbnY_uI&t=9s

Dance Teaching Ideas. (n.d.). Creative Dance-Play for Early childhood. Retrieved from https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Edwards, C., Gandini, L., & Forman, G. (1998). The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed.). ABC-CLIO, LLC.

Fjørtoft, I. (2001). The natural environment as a playground for children: The impact of outdoor play activities in pre-primary school children. Early Childhood Education Journal, 29(2), 111-117.

Ridger, N., Knowles, Z., & Sayers, J. (2012). Encouraging play in the natural environment: A child-focused case study of Forest School. Children's Geographies, 10(1), 49-65.

Wallin, M. L. (2019). The Importance of Pretend Play in Natural Settings. Community Things Website.