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Music: Rhythm Rangers: Nature's Musical Adventure

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Music: Rhythm Rangers: Nature's Musical Adventure

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I took my children for a walk in a natural space.  I explained to the children that we would find sounds and music in nature today. It was a rainy day. I encouraged them to close their eyes and tell me what they could hear.

Age group:3-5

Materials required:

·       Gumboots,

·       raincoats/waterproof jackets,

·       Extra change of clothes

·       Smart device for recording

·       Natural space

·       Natural materials

Preparation time: 5 minutes

Set-up time: 1-2 minutes

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Children listened to the instructions carefully and stayed close to each other throughout the experience. Children created their music the way they imagined. They collected various natural resources to create sounds and music. The weather was unpredictable on that day, it started to rain, and surfaces became very slippery. So, we had to wrap up our activities quicker than expected time. I did not want children to hurt themselves on slippery and unidentified surfaces in wet and cold areas. The children showed a great interest in this experience, I would plan more excursions in natural environments and to different locations and on the days were weather should not be an obstacle. In my future teaching in early learning settings, I will schedule regular nature walks where children are prompted to listen to sounds like birds, water, and wind. This further can be linked to science lessons about weather, ecosystems, and wildlife.

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Movement: Splash and Dash: Muddy Puddle Moves

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Movement: Splash and Dash: Muddy Puddle Moves

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I planned an experience in natural space. I showed my children the area to explore, where they could splash and dash.

Age group: 1-2 years.

What I need:

·       Natural wet/puddle space

·       Smart device to record the evidence

·       Gumboots

·       Waterproof overalls

Preparation time: 5 minutes

Set-up time: 1-2 minutes

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My experience on a country visit in A2 was “The Whole New Secret World”. This experience encouraged me to plan an experience based on the idea of “where we should not be” in the creative response and ask children let's explore the other side which is the muddy puddles. I have seen in childcare settings some families do not want children to participate in some messy movements, but children always want to participate in such experiences. I cannot think of not letting children participate just because they are going to get dirty. This should never be a problem in children’s learning and experiences. I showed the children the natural area where they could enjoy the splash and dash. I observed that children approached the puddles very carefully, little one stopped for a moment before putting his feet in the puddle. The first splash was little and made a little sound but after a few tries, it became bigger and louder. While the children were enjoying the splash in the puddles, I could relate this adventure to The Eight-Sensory System (Gano & Krull, 2020).  The senses they need for movement. I witnessed them using their senses such as the Visual system and Auditory System to observe the puddles, and reflections in the water. They see the splashes they created. These are some examples. The initial small splashes made little sounds, which became bigger and louder as the children gained confidence. To embed an Indigenous perspective, we can teach children about the cultural significance of water and nature in Indigenous cultures through stories and teachings. Exploring how Indigenous people use natural materials for music and celebrate nature through songs and dances.

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My experience with the A2 assignment was “The Whole New Secret World”. This experience made me think about the sounds and music children can find in nature. So, I planned an excursion in natural space. This experience is based on the idea “ducks are talking, whispers in the trees”. I encouraged children to find the materials in nature and collect them. I showed the children if we throw a pebble in the water, it will create sounds and music. I encouraged them to explore the surroundings and create music in nature. A child used the tree branch and started to strike it in the water and sang his self-made song to express his happy emotions. While children were busy exploring the natural space and expressing their emotions with the rhythms of natural sounds, I could think of Victor Wooten’s theory of music as a language. Natural environments can inspire language and storytelling, they can also inspire musical creativity. Learning and creating a connection with the people and the natural environments. (Wooten, 2013) The sounds of nature such as birdsong, flowing water, and wind, can be combined into musical practice, promoting a musical connection between humans and nature. Embedding Indigenous perspectives into nature-based musical activity can encourage children to connect with the cultural significance of their surroundings. This can be done by learning stories and teachings from local Indigenous communities related to nature, music, and the environment.

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Children were highly engaged and enjoyed the activity once they became comfortable with the puddles. The children developed their sensory and motor skills through tactile and proprioceptive experiences. Some families had objections about messy play. I will communicate the benefits of messy play to parents beforehand and provide guidelines on appropriate clothing and preparation. In my future practice, I will regularly include sensory-rich activities like muddy puddle play in the curriculum to promote sensory and motor development and cover different sensory experiences, such as sand play, water play, and nature walks.

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An experience in a natural space for children to see what they can find in a natural space. I took them for a walk to find the lost treasures in the woods. I started with a story. Long times ago……

Age group: 3-5 yrs.

What I need:

·       Natural space

·       Smart device to record the evidence

·       Enclosed shoes

·       Warm jackets

·       Shovels to dig

Preparation time: 5 minutes

Set up time: 1-2 minutes

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I got inspiration from my A2 task, which was “The Whole New Secret World,” to plan a treasure hunt in natural environments. The idea was driven by the creative response “We were playing hide and seek”. The children got ready in minutes, and we went for our treasure hunt. Children were seeking treasure under the trees, behind the rocks, and around the bushes and finally, they found it in the water near the creek. While observing children looking for the lost treasure, I witnessed all the sociodramatic play in the hunt. They were sharing their ideas and playing with friends (Lark Wallin, 2019). There were sounds of children working and playing together with collaboration, creativity, imagination, problem-solving, and physical strength. With all the new space given to them, the whole new child was able to grow. Integrating an Indigenous perspective into early learning activities, like the treasure hunt, enriches children's understanding and respect for the land and its cultural significance.   Also, by sharing Indigenous stories and teachings related to the natural environment, highlight the cultural significance of different elements like trees, rocks, and water.

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Children were excited to participate in this experience, they were making plans with each other about which direction they would go first and how they would dig in. Children decided to dig anywhere, so I had to interrupt them and speak to them about being kind and respectful of their surroundings and natural space. To use this growth in future teaching practices, I will provide children with opportunities to engage in open-ended play where they can use their creativity and imagination freely.

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This unit connected me with nature and the music in nature, revealing how the natural environment sparks children's imagination through the sounds in natural environments. Children create drama by expressing themselves openly. The unit also taught me how to support children with special needs. Special needs children can experience music through vibrations, visuals, and clapping. Children use their imagination in countless ways, learning balance, creating sounds, making music from natural resources, jumping and splashing expressing their imaginations and emotions through their senses.

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Gano, D., & Krull, S. (2020, July). Natural Sensory Learning. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/natural-sensory-learning

‌Lark Wallin, M. (2019, June). The Importance of Pretend Play in Natural Settings. Www.communityplaythings.com. https://www.communityplaythings.com/resources/articles/the-importance-of-pretend-play-in-natural-settings#:~:text=When%20children%20are%20given%20the%20time%20and%20space%20to%20play

Wooten, V. (2013). Music as a Language: Victor Wooten at TEDxGabriolaIsland [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0

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