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Cooper, M. (2011). Is Beauty a Way of Knowing? in  The Hundred Languages of Children : The                  reggio emilia experience in transformation, 3rd edition. edited by Edwards, C., et al. pp.295-               302  ABC-CLIO, LLC.

Gandini, L., (2011). The Atelier : A conversation with Vea Vecchi in The Hundred Languages of                    Children : The reggio emilia experience in transformation, 3rd edition, edited by Edwards, C.,              et.al, pp. 303-316 ABC-CLIO, LLC.

Meyers, A., & Berk, L. (2014). Make-Believe Play and Self-regulation in The SAGE Handbook of Play               and Learning in Early Childhood. SAGE Publications Ltd.
https://doi.org/10.4135/9781473907850

Wilson, R. (2007). Children, Creative Play, and the natural environment in Nature and Young                        Children : Encouraging Creative Play and Learning in Natural Environments (3rd edition).                        Routledge 2007

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a. I grew up without television. I remember the best entertainment for our family, was listening to radio that broadcasted lots of stories. We would gather around a small radio and enjoyed every episode of it. They led us to adventures, love stories and music programmes. You can listen how they put foley art to the most intriguing ways, from foot steps, lightning, thunderstorm, murder to spooking ghosts.

b. It is no surprise that I love the video about making foley art. It is simply fun and evoke feelings of nostalgia, as it reminds me of a simpler time and a favourite memory from the past.

c. Children can experience the languages of sound, music, movement and drama in unison through play in nature in a variety of ways. When children engage in play, they often use their bodies and voices to create sounds, movements, and stories that reflect their experiences and imagination. in the natural world, children can explore and interact with various elements that provide opportunities for multisensory experiences. For example, they might play with sticks, stones and leaves, using them to create sound by tapping, scraping or rustling. They might use their bodies to move in response to the sounds and rhythms they create or hear in their environment. Children can use their voices to sing, chant, or mimic animal sounds and create their own unique sounds. They might even act out scenarios inspired by their environment, pretending to be animals or birds, imitating the sounds of thunderstorms. This is deeper connection to the natural world, a place of joy, wonder and awe!
If we deeply understand the importance of musicing, moving, 'dramaing' in our meaning-making processes with the children, we would create an abundance of opportunities for them.

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a. Life is a drama and life can be a lot more dramatic when entangled with Place. This is my experience after I have lived in Australia for more than 31 years. I acquire new perspectives about lives and connection to the natural world. I adore Aboriginal ways of knowing and connection to Country and their spirituality.
I used to believe we need to be strict with children and children need to obey. Adults are always correct and children are mini-humans and eventually they will grow to know the 'right' ways to behave. I didn't believe children can learn to self-regulate or have self-control. They should be told how to behave...

b. The article : Make-believe Play & Self-regulation by Meyers and Berk deeply impressed me and consolidated my understanding of Vygotsky's theory on how scaffolding can help children to develop skills within their zone of proximal development through play. The authors draw on the socio-cultural theory of development, which emphasizes the role of social and cultural factors in shaping children's cognitive and emotional development. Make-believe play provides a context in which they can experiment with different social roles and perspectives, and learn to regulate their emotions and behaviours in response to social cues and expectations. The article also considers the contributions of developmental and cognitive psychology, which highlight the importance of executive functions such as working memory, inhibitory control and cognitive flexibilities in self-regulation. They suggest that make-believe play can support the development of these functions by providing children with opportunities to plan, organise, and coordinate their actions and ideas in a playful context.

c. To foster children 's sense of agency, independence and ability to self-regulate is invaluable, to say the least. I will
- set up play areas that allow children to use their creativity such as s dress-up corner, a puppet theater or a block-building area
- encourage children to create a story about a character/situation, or invent a new game/activity
- model and reinforce self-regulation skills during make-believe play by providing positive feedback and guidance on how to regulate emotions and behaviours and include praise for taking turns, sharing and using language to negotiate conflicts
- we can extend play in natural settings and encourage the use of natural loose parts, costumes and storytelling materials.

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a. I am known to be a clumsy dancer, probably because I have never had any opportunity to do any dance activity at all! Schools (primary and secondary schools) back then were all about sitting down and listening to the teachers' instruction on the academic. We did have P.E. lessons about running and games. Sorry music lesson was about learning theories of music...There was NO dance lesson at all. It was not valued as an academic pursuit.

b. I am deeply impressed by Gandini's article, ' The Atelier : A conversation with Vea Vecchi'. The article explores the concepts and practice of Atelier, a creative studio that is central to the Reggio Emilia approach to early childhood education. Vecchi discusses the importance of the Atelier as a space for children to explore and express their ideas through different media, such as clay, paint and photography. She emphasizes the importance of the Atelier as a place of research, experimentation, and collaboration, where children and educators work together to develop their creative processes and deepen their understanding around them. According to Vecchi, the Atelier is not just a physical space, but a way of thinking and approaching learning that values creativity, imagination, and innovation. It is a space where children and adults co-create new knowledge through their interactions with materials, ideas and each other.

c. How to implement the Atelier approach in my practice :
Besides having a dedicated studio space well-equipped with a variety of art materials, tools and resources, allowing children to explore with different art forms at their own pace, we can extend the Atelier to outdoor setting, preferably a nature reserve or a park and encourage them to use natural materials like stones, leaves and shells, as well as art supplies like paint, clay and paper. Children will be encouraged to use these materials to create their own projects and engage in collaborative activities with their peers. We take on the role of facilitator, supporting their learning through questioning, observing and documenting their experiences.
To create opportunities for dance and movement, we can incorporate music and movement activities in the curriculum. This can be done through simple dance routines or games that involve movement such as Simon says or musical chairs. Storytelling and dramatic play can be incorporated, allowing children to use their bodies and movements to act out characters and scenes. Creating a safe and supportive environment that values their unique movements and expressions can help foster a love for dance/movement.

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a. I agree that 'music and movement have been so formalised in the education system it is akin to learning only about mechanics without ever properly driving a car.' (excerpt from session 5) I used to believe music and movement belong to the professionals (musician & dancers). We are at best amateur. How can we possibly be able to enrich children's musical journey??

b. Wilson's "Children, Creative Play and the Natural Environment" is a good read. But the rhythm of " Wala is Life" reverberates in my soul deeply. Allara expresses a deep connection to place and the importance of respecting and honouring the land and the traditional owners of the land. She uses her voice and the sounds of the land to create a powerful sense of place and connection. She incorporates the sound of the creek, the wind, and the birds to create a rich sonic landscape that immerses the listener in the environment of Walla Creek.

c. I will incorporate more creative play, music, movement, and drama in natural environment :
- encourage sensory exploration : provide opportunities for children to explore the natural environment using their senses, such as feeling different textures, smelling different scents and hearing different sounds
- incorporate natural materials like rocks, leaves and sticks for art projects and imaginative play, encouraging creativity and sensory exploration
- integrate music and sound into outdoor play, using instruments, singing, and dancing to engage children's auditory and kinaesthetic senses
- encourage dramatic play in natural environment, using open-ended materials to encourage their creativity and imagination
Incorporating creative play, music, movement and drama in natural setting can help children develop their 8 sensory systems and interoception, which are important for their holistic development.

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a. I used to think music is for fun, for transition and for sleep for children. After engaging with this unit, I need to complexify my practice. Music can promote the cognitive skills in children. Research has shown that learning and playing music can improve memory, attention and language processing. Music can also help children develop emotionally. It can help them to express their emotions and understand the emotions of others. Singing and dancing to music can also provide a way for children to release energy and stress. Music can also facilitate social interaction and help children develop important social skills like communication, teamwork and cooperation. When children listen to music, they can explore different sounds, rhythms and melodies and express themselves in new and unique ways.

b. Inanay is a song that deeply resonates with my heart. A song that moves me so much even though I don't understand the lyrics. But I can relate that to the Aboriginal spirits. Singing has been a fundamental part of Aboriginal culture for thousands of years. It is an important means of passing down stories, traditions, and knowledge from one generation to the next. Singing connects the Aboriginal people to their ancestors, land and spirituality, providing a means of expressing their cultural identity and connection to Country, a powerful tool for connecting people to each other and the natural world.

c. I will endeavour to incorporate the following :
-  provide musical instruments and toys such as drums, shakers, and xylophones to encourage children to explore and create music on their own.
-  incorporate singing and dancing activities into daily routines to help develop their creativity, language skills and physical coordination
- provide opportunities for children to explore different sounds such as animal noises, environmental sounds and musical instruments to help them develop their listening and auditory discrimination skills.
- acquire professional development on how to incorporate music and sound into teaching, to ensure i am equipped with the knowledge and skills to support children's music journey.

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a. I grew up in a tiny apartment in a city. I never realised the importance of the physical environment for peoples' well-being. After all we 'thrive'... But now I realise how the physical environment around us can be so impactful on our emotions, behaviour and overall well-being on a conscious and subconscious levels.

b. I agree with Cooper's ideas in ' Is beauty a way of knowing?' for the following reasons :
- Beauty can be a way of knowing in addition to other traditional ways of knowing, such as logic and reason. Beauty has its own kind of logic and can be a way to understand the world on a deeper, more intuitive level.
- Beauty can be experienced through the senses, such as sight, sound, touch, taste and smell. Beauty is not just about what it looks like, but also about how it feels, sounds, and even smells.
- Beauty can help develop emotional intelligence in children. Beauty can evoke emotions such as joy, wonder, and awe, and these emotions are important for children's emotional development and well-being.
- Beauty can inspire creativity in children. Beauty can spark the imagination and encourage them to express themselves through art, music and other creative medium.
- Beauty is not just about aesthetics, but rather a way of experiencing the world and making meaning of it.

c. Knowing the significance of the physical environment to the children, we as educators can create aesthetically pleasing environments that engage children's senses and provide opportunities for exploration and discovery. This can include natural elements like plants and flowers as well as artwork and other decorative items. We can also encourage children to use loose parts and other sensory materials for their projects. We can use open-ended art materials, music and movement activities, and dramatic play experience.
Overall, it requires a thoughtful and intentional approach to learning that prioritizes sensory engagement, emotional connections and creative expression. By fostering children's appreciation of beauty, we can support their holistic development and a lifelong love of learning.

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a. I did not know the difference between hearing and listening, at least in my cultural context, because it is the same word: Ting. Until now, I realise hearing is the act of perceiving sound through the ears whilst listening is a conscious process of paying attention and interpreting the sounds that are heard. Listening involves cognitive processing and requires attention and focus.
b. The speech by Pauline Oliveros on the difference between hearing and listening resonate with me most. Often we are caught up in the details and everyday routines of our practice, we can neglect to see and listen to the child before us. This pedagogy of listening is very important in our practice.
" We hope that on the teacher's part, there will be an underlying emphasis on doing a great deal of listening to the children's strategies. Without listening, without being responsive to the ideas of others, there can be neither learning or teaching" (Gandini 2011 p.312)

c. I am hopeful I can dutifully implement the pedagogy of listening in the Reggio Emilia approach :
- respectful and attentive listening : educators listen attentively to children, acknowledging and respecting their ideas and opinions. Each child is a competent learner and capable of making meaningful contributions.
- create opportunities for children to express their ideas, interests and questions through a variety of media, such as art, music and storytelling. We should value each child's unique voice and encourage creativity and self-expression.
- collaboration and dialogue : Educators and children work together to explore ideas, solve problems, and create new knowledge through discussion and exchange of perspectives.
- Reflection and documentation : Through documenting photographs, drawing, and written notes, educators can reflect / discuss on their daily practice.
I believe the pedagogy of listening creates a learning community that values and respects the voices and ideas of its members, and hence fosters a dynamic learning environment that nurtures creativity, curiosity and a love of learning.

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a. I used to think music is for the professionals or someone who have acquired musical skills through formal training. Somehow I muttered all my courage and strength to do the unimaginable - I used the tune of 'twinkle twinkle little star', put in new lyrics about birds, sang in front of microphone, recorded and put together a music clip. My singing is out of tune but I don't care... cos I found my musicality... and because I practice Dadirri...

b. Dadirri deeply impresses me. I believe it can improve the quality of lives in several ways. Firstly Dadirri encourages us to connect with the natural world, which can cultivate a sense of gratitude and appreciation for the world around us. This can lead to a more positive outlook on life. We can also develop our inner strength and resilience. We learn to be still and patient in the face of challenges and to approach difficult situations with greater clarity. It also help us to tap into our inner creativity by providing a space for quiet reflection and deep listening. This leads to new insights and ideas, and inspires us to pursue creative endeavours. We need to take time for ourselves, to be still and quiet, and to connect with nature. Finally Dadirri help us to develop a deeper connection with ourselves, with others and the natural world : leading to a greater sense of purpose and belonging.

c. I will incorporate Dadirri in my future practice through the following :
- Nature walks and exploration : take children on nature walks and encourage them to observe and listen to the music of nature. Encourage them to reflect on what they see and hear and ask open-ended questions to help them connect with nature
- Mindful breathing exercises : teach children simple breathing exercises, such as " take 5 breaths" or " smell your rose, blow the candle" to help them learn to regulate their emotions and stay calm in stressful situations.
- Quiet time : Provide a space in the classroom to have quiet time, where they can practice stillness and reflection. This can be a quiet corner or a comfortable reading nook.
- Use circle time (tea time) to encourage children to share their thoughts and feelings with the group. This can help children develop their communication skills and build a sense of community.
- Engage children in mindful activities like yoga, tai chi or meditation. These activities can help children develop body awareness and concentration skills.