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Bringing Nature, Music, and Movement into Practice

Inviting children to explore with natural things: like Encourage children to explore bird sounds, wind, and shadows. Ask open-ended enquiries such as can you guess this shadow? or "Are you able to move as the wind does?"

Designing outdoor dramatic play: Use natural resources as storytelling props, such as sticks, leaves, and water. Children may act out stories that are influenced by the rhythms of the park, birds, or trees.

Supporting movement and dance: Encourage children to move in response to the rhythm of nature by splashing like rain, flying like birds, or twirling like leaves.

Fostering emotional regulation: encourage breath yoga during nature excursions as well to help children develop awareness of self-regulate and emotional expression through voice and body movement.

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While i was at the park, i saw a tall tree standing quiet around green ones.it reminded me of Dadirri "The Aboriginal practice of deep listening and still awareness (Ungunmerr-Baumann, 2002). Just like the tree, Dadirri teaches us to stop to reflect and connect with nature and ourselves in a calm way. The tree yet waiting with patient to green leaves come back and create music and wind waves like other surroundings.

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In the park, I liked to hear the sounds of birds, the wing and the rustling grass. I was enveloped by these natural noises in a rhythm that felt like melody. I started to understand how movement could convey presence and emotion. I was at the park, hearing the wind and birds as I observed my shadow shifting on the grass. Nature is seen to be using motion and sound to express a quiet story.The "What does music mean?" video revealed to me that music can represent a feeling, a rhythm, or a moment even without lyrics. (Neely, 2017).

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Bond, V. L. (2013). Follow and facilitate: What music educators can learn from the Reggio

Emilia approach. General Music Today, 27(1), 24–28.

https://doi.org/10.1177/1048371313490617

Bubert. (n.d.). Children singing songs [Digital illustration]. Creative Market.

https://creativemarket.com/Bubert/530917-Children- Singing-Songs

Neely, A. (2017, October 2). What does music mean? [Video]. YouTube.

https://www.youtube.com/watch?v=GeoDIVVP20M

Ungunmerr-Baumann, M.-R. (2002). Dadirri: Inner deep listening and quiet still awareness (pp.

1–4). Emmaus Productions.

http://www.dadirri.org.au/wp content/uploads/2015/03/Dadirri-Inner-Deep- Listening-M-R-Ungunmerr-Bauman-Refl1.pdf

Wilson, R. (2007). Children, creative play, and the natural environment. In R. Wilson (Ed.),

Nature and young children: Encouraging creative play and learning in natural environments (pp. 1–18). Routledge.

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Transcript:

While I was feeling at the pine park wetland I felt a strong connection to my chldhood when we used to play in the nature and Imagine our own games and we play together with our friends or ourselves the sounds of the wind brought me back to my past and how we used to explore listening and Pretending this inspired me to create a game for children using bird sounds nature noises in this game children can Stop and Listen carefully to the Birds chirping around and Then we can Ask them if they can recognize the name of the bird then they can earn a one point and the game continue until the first 1 reached to the 15 point this will be a very fun full game that it will help build listening memory and imaginations for the children in the Bond (2013) at the readings explain that music educators can learn from the Reggio Emilia approach by falling children's interest and using sound resolution tools just like nature because become a playful teacher in this game it can become a fun way to build listening skill memories and their dramatic thinking and turning nature into a playful teacher.