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Session 8 : Connecting with place  playing with all languages combined.

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Session 8 : Connecting with place  playing with all languages combined.

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-Dramatic play can express through verbal and non-verbal movement.
-Creativity dimension can be constructed from the ordinary environment and artefact, Foldy Art, a multisensory of awareness.
-Storytelling can be silent, interpreting meaningful communication without voices but with body gestures and facial art.  as a deep-thinking approach

Bangarra Education Resources Mutton Bird, Bangarradance
theatre
Viewed ; https://www.youtube.com/watch?v=o-PV98Oshkc

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Session 7 : Connecting with place -playing with Drama

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Session 7 : Connecting with place -playing with Drama

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-Imaginary friends for a child to practice social interaction skills, stimulate critical thinking, develop imagination, and express psychological feelings.
- It is a role play, pretending the character freely with their interests and ideas.
-a distraction  problem  of their responsibility and obligation  intentionally to the imaginary friend

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Session 6 : Connecting with a place -playing with movement 

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Session 6 : Connecting with a place -playing with movement 

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-Each body's gesture has interpreted rich, meaningful stories according to livelihood experience and nature awareness of surrounding.
-The sound and body movement has interacted with our space and imagination. .e.g soft music and nature images will commodate our feeling of peace.
-The dance expresses the historical artifact and acknowledges native owners' thoughts.
-The sound of movement contributes to the pleasant feeling of a healthy person, who may be tolerant of people with anxiety disorder.

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Session 5 : Connecting with place- playing with music, movement and drama

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Session 5 : Connecting with place- playing with music, movement and drama

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-Our livelihood experience, level of learning, social interaction, Ateriler, psychological and cultural impact, visual and critical thinking.
-The interpretation of music, sound and images varies from birth to maturity and constantly resumes from time to time
-The reflection of storytelling and movement observation impacted by the eight sensory systems: visual, auditory, gustatory, tactile, olfactory vestibular, proprioceptive and interoceptive.

D Gano , S krull 2020 ' Natural Sensory Learning ' article
Community Playthings
https://www.communityplaythings.com/resources/articles/natural-sensory-learning

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Session 4: Connecting with place playing with music

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Session 4: Connecting with place playing with music

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-Everyone experiments and interprets Music and sound differently, depending on their culture, life experiences, emotional engagement and surrounding arteries.
-Listening to the sound deeply, elevating the imagination beyond ordinary dimensions, and strengthening the critical perspective.
-Music and sound connect relationships between humans and non-humans, contributing to positive and negative responses.
-The artifact and Atelier construct a Paralaxis game -a story from our ordinary world with adventure, curiosity and imagination.

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-Music is a non-vocabulary informal learning mechanism through Listening,

-A universal identification of our lives and stories through functional, constructive, dramatic and play -Pigets cognitive theory (W. Hanna 2013)

-It is a symbolic representation of a hundred languages for pedagogy development from birth to maturity.

-Multilayer translation of our imagination, curiosity, and creativity.

-Facilitates children to encounter, express and explore ideas and interests "randomly situated in the room for experience freely" Victor Wooten.

-It freely demonstrates our emotional, social, cultural, and nature awareness and movement(facial expression and gesture) through sound, melody, harmony, rhythm, texture, structure and presentation elements-Meta Communication.

reference list

Hanna, W 2014, 'A Reggio-inspired music atelier: opening the door between visual arts and music', Early Childhood Education Journal, vol. 42, no. 4, Springer Netherlands, pp. 287–294

Victor Wooten' Music as a language TEDx talks

Viewed ;https://youtu.be/2zvjW9arAZ0

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-Drama is storytelling interpreting from bodies, gestures, languages, ateliers and movements to audition.

-Exploring characters of dramatical movement through roleplay, which can be fiction and non-fiction, human to non-human.

-Interaction with the dramatical and social environment throughout "My Sense" Hear, See, Smell, Taste, Feel and Sense.

-The drama experience can be Polysensiorally, which transitions from the ordinary consequence to another dimension. The present idea and stories can shift and interpret differently from person to person, depending on the cultural and historical life participation.

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Hanna, W 2014, 'A Reggio-inspired music atelier: opening the door between visual arts and music', Early Childhood Education Journal, vol. 42, no. 4, Springer Netherlands, pp. 287–294

Cooper, M 2012, 'Is beauty a way of knowing?', in C Edwards, L Gandini & G Forman (eds), The hundred languages of children: the Reggio Emilia experience in transformation, 3rd edn, ABC-CLIO, LLC, pp. 295–302.

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Session 2 what is movement as a temporal art

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Session 2 what is movement as a temporal art

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-Dance or movement is an invisible communication, interpreting our feeling and meaningful intelligence through facial expression and Body movement.
-Silent awareness is another dimension of movement,  as a painting manifests with imagination, stimulating deep thinking of our world and our environment, a sensation of freedom and touchable empathy.
-It articulates time, duration, space and beyond of ordinary.
-It Connects multi- levels of awareness with nature care and quality of life.
-It is a unique perspective of our cultural and historical life experience, expressing ideas and stories differently.

Bangarra Education Resources Mutton Bird, Bangarradance theatre
Viewed ; https://www.youtube.com/watch?v=o-PV98Oshkc

Pauline Oliver -the difference between hearing and listening. TEDx Talks
Viewed: https://www.youtube.com/watch?v=_QHfOuRrJB8

R Murray Schafer: Listen
Viewed: https://www.youtube.com/watch?v=im8BtWPeCWU&t=300s

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ECE2008 session 1 to Session 8 summary

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Rationale :

Children learn from the Multisensory communication skills throughout the environment for:

auditory ( sound from puffing, music playing, motor from a fan),

tactile (touch the water ),

visual(the water flow pattern and boat movement), Vestibular (dramatical play body movement), as well as proprioception (pretending to balance on the water) and Interoception (heartbeat rising while dancing or body movement).

Children's intellects become protagonists developed by their imagination and creative skills. (V L Bond 2013).

The artifact and environment stimulate children's sense of wonder and nature awareness during the freedom of play.

It is a polysensorially experience, shifting in different dimensions from an ordinary moment. ( from water play and pretending on the water, shifted to imaginative pirate play or surfing ). Children can create their own space and time, interest and stories from past to present.

Piglet's cognitive theory with functional, constructive, dramatic and gameplay has applied to the activity. Children stimulate their critical thinking, emotional and social interaction with other peers about

how the boat can move on the water,

how to connect the dance with their body movement,

What the gesture of standing on flowing water and pirate games.

Reflection:

The activity has translated perfectly; children's provocation has directly transformed into other meaningful movements and new ideas and stories created. It will extend the similar activity outdoors because the process is highly smudged indoors, and there is limited space for children to participate, e.g. a rocket blast with baking soda and vinegar with music " A rocket ship-by Little Einsteins."

Reference list
Bond, VL 2013, ;’Follow and facilitate: what music educators can learn from the Reggio Emilia approach, General Music Today, Sage, pp. 24–28

D Gano , S krull 2020 ' Natural Sensory Learning ' article Community Playthings
https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Hanna, W 2014, ‘A Reggio-inspired music atelier: opening the door between visual arts and music’, Early Childhood Education Journal, vol. 42, no. 4, Springer Netherlands, pp. 287–294

Little Einsteins Theme Song
https://www.youtube.com/watch?v=7eL1Bfv8Y9k

Over the deep blue sea, and sing along to the song
https://www.youtube.com/watch?v=lCPJhybHBkA

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Movement, Music and Imaginative dramatic activities
Aged group: pre-kinder
Place: Indoor play
Resources: iPad,  music: over the deep blue sea   super simple song, mini electric fan, a bucket of water, a little toy boat

Presenting children puffing a boat with the electric fan on the water.
Acknowledge children observing the water's and boat's movement when the wind puffs.
Place the song " Over the deep blue sea, and sing along to the song ". Children make their movements during the song play, pretending on the ocean (wobbling body, bouncing, wriggling and giggling).
Some children have shifted their current ocean movement play into pirate play" I am a pirate, this is  my pirate ship," " too windy storm coming" " I can stand ".

They manipulate the tree branches as swords, deposit the Australian native seeds into the box as a treasure box, and nestle on the wooden block pretending to be in the ocean and moving. Some say, " look, I am on the surfer board."

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The atelier of windy, wet weather has created the social-material perspective, connecting the relationship among children, wind, trees, rain and surrounding sound, an emotional bonding of nature.
The activity visualizes children's meaningful perspective for critical thinking with curiosity, listening, and social interaction. It Stimulates their sense of the diversity of free play, physical -risk-taking and imaginative thinking.
Children can learn multisensory exploring from nature. The relationship with nature provides visual and nonlinguistic meta-communication for children, according to Petalozzi's approach.
It is a multilayer translation of sound and movement  -pitch,  spacey, creative, melody, rhythm consistent, and texture is repetition. (e.g. raindrops, birds chirping sound and wind whistling ).

Similarly, the Native people make the Yidakis by listening to the rhythm of the echo and communicating with the tree. Nature will tell them where to find the colour rock for Yidaki's painting ." the echo is natural, from the earth just like the tree" and" their ancestor shows the direction where to collect the colour of rock for the painting."(Art that Heals."

Children can experience the proprioception and interoception impact on the body of temperature and coordination. (e.g. How to coordinate their body as structures like trees and move when wind puffs without falling).

It is a Polysensorilly experience, shifting in a different dimension from ordinary movement ( M Cooper 2012). The ordinary listening became more creative and imaginary ( the rain is talking to me with d.d.d from the wind whistling ).

Reflection :
Overall the expectation of sensational nature awareness learning has been achieved. Children are interested in nature care development under the term biophilia by Gardner theory (R Wilson 2007).
However, the political discourse of de-naturing is attributed to cultural or institutional. Children cannot entangle freely with the sense of nature of touch and feeling in an open-air area.
To Attempt a similar activity throughout the warmer weather with rain for children experiencing differently.

Reference list:
Cooper, M 2012, ‘Is beauty a way of knowing?’, in C Edwards, L Gandini & G Forman (eds), The hundred languages of children: the Reggio Emilia experience in transformation, 3rd edn, ABC-CLIO, LLC, pp. 295–302.

D Gano , S krull 2020 ' Natural Sensory Learning ' article Community Playthings
https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Art That Heals: How Australian Aboriginal Yidakis Are Made | Handmade in the Pacific | Perspective
Viewed : https://www.youtube.com/watch?v=E9JkqnEbfPU&t=2231s

" If I were a tree"Jason Mesches Music
https://www.youtube.com/watch?v=7mt79JW9u18

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Sound and Movement: Sense of Nature the Wind
Age group: Pre-kinder
Place: Outdoor under the shed
Resources:
Ipad, images of the tree, natural environment with heavy wind and rain, soft tree branches, and leaves attached.

Children sat down in a circle, acknowledged children the tree structure, and encouraged them to observe and listen to the tree's movement and sound by the wind, as well as the rainfall. Motivate them to listen to the surrounding by closing their eyes. Inspire and express their listening words:"  I hear dot sound", "whistling." woooowooooo". "Look, birds zip zip." "aeroplane sound."

Play the music "If I were a tree". Children hold the soft tree branches and locomote their bodies while the music is on, dancing like a tree with whole-body coordination. (swinging, jumping, bending, stretching, screaming, singing. Some children obtain a bucket collecting rainwater" Look, rain is talking to me with d,d, d."

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Experiences : Nature Sound and Movement 

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Experiences : Nature Sound and Movement 