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An enquiry into movement and assemblage through paint

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An enquiry into movement and assemblage through paint

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Light falling on objects from different angles create different shadows (multiple shadows). Also according to Constructivism across the Curriculum — Children exploring light/shadow/reflection, when the light is moved closer or farther from the objects, it makes the shadows large and small.

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Light falling on objects from different angles create different shadows (multiple shadows). Also according to Constructivism across the Curriculum — Children exploring light/shadow/reflection, when the light is moved closer or farther from the objects, it makes the shadows large and small.

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To enquire about movement through paper has given me different ideas about how an ECT would be able to help children play with paper and let them explore about different concepts by themselves. Children might love to crush the paper and turn into balls, they might tear the paper into small pieces. From a personal observation I have noticed niece tearing the paper that she would find in the house and she enjoyed doing this as we could guess it from her facial expressions and the beautiful smile and giggles. It looked like she explored that she can tear the paper and play with the small pieces.

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Connection between light and mirror

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Music helps children to move, express, concentrate and enjoy

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Music helps children to move, express, concentrate and enjoy

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According to Daniel Levitin, “music lights up every area of the brain…”  (Levitin 2011).  This tells about the idea that we need music to relax as well as burn out some energy because most of us start tapping their feet when the music starts. This shows how music leads to movement but at the same time it is important to mention that without movement there is no music/sound (observed while playing with the material).
In early learning centers, educators play calm and relaxing music for children for sleep time to help them relax and sleep. Also for children in nursery rooms educators sometimes sing a lullaby in a low tone to calm them down. And the sound also reminds me of children tapping their hands (sometime spoons) on the tables during the meal time to make sound.

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This also reminded me of the sleep time in Kindergartens where to help children sleep educators pull the blinds down to create a calm and soothing environment for them to relax and have some rest. Whereas the bright lights sometimes disturb / distract them and sometimes create a party atmosphere (for example putting a disco light in the room would make them dance and run after the lights to chase them).

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Enquiring into movement and assemblage through Music

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Cortés Loyola, C, Adlerstein Grimberg, C & Bravo Colomer, U (2020) ‘Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process’, Thinking Skills and Creativity, vol 36, Elsevier Ltd, pp 1–20, viewed <https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Fwww.sciencedirect.com%2Fscience%2Farticle%2Fpii%2FS1871187119303347>

ISSN: 1878-0423

Levitin, D J (2011) This UK: Atlantic Books Ltd This is your brain on music: Understanding a human obsession , London,

Hanna, W  2017, The Children's Music Studio : A Reggio-Inspired Approach, Oxford University Press, Incorporated, ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/vu/detail.action?docID=4747980

Created from vu on 2022-08-11 13:41:38

Menon, V and Levitin, D J,  (2005) The rewards of music listening: response and physiological connectivity of the mesolimbic system, Neuroimage, vol 28, no 1, pp 175–​184

Hanna, W, 2017, The Children's Music Studio : A Reggio-Inspired Approach, Oxford University Press, Incorporated, ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/vu/detail.action?docID=4747980

Created from vu on 2022-08-12 13:44:57

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Children would like to engage in shadow plays in which they can play their own shadow character roles. This would not only boost their creativity and imagination but also their communication skills, they develop a strong sense of identity, are connected with and contribute to their world and are confident and involved learners (EYLF Learning Outcome 1, 2, 4 and 5).

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To put it into a nutshell, this enquiry has lead to an exploration and experimentation into different materials to learn more about the concepts of movement and assemblage. Through this process, it has been observed that everything is interconnected with each other and helps to learn about other things/concepts at the same time, for example when paper was used to learn about movement, it was observed that paper and movement make sound. Therefore, when children would be provided with this material to explore the concepts on their own, these materials might bring forth new ideas or playing ways to learn more concepts through play.

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(Cortés Loyola C et al 2020)