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ABC Kids. (2021, September 29). Didgeridoo Dance | Play School At Home | ABC Kids [Video]. YouTube. https://www.youtube.com/watch?v=pN_8U_W4iBc

Dancing Teaching Ideas. (2024). Creative Dance -Play for Early childhood. https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Meyers, A. B., & Berk, L. E. (2014). Make-Believe Play and Self-Regulation. SAGE Publications Ltd. https://vucollaborate.vu.edu.au/content/enforced/1783102-ECE2008-1-2023-H1B3-150037/the-sage-handbook-of-play-and-learning-in-early-childhood%20(1).pdf?ou=2040493

Miriam-Rose Ungunmerr (2017, November 29). DADIRRI [Video]. YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

Tania de Jong AM. (2013, December 19). How singing together changes the brain [Video]. TEDx Conferences. https://www.youtube.com/watch?v=I_HOBr8H9EM

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I will be going to embed the unit material in my future teaching practises to provide the children an environment of learning experiences to express themselves through music, movement and dance to enhance their learning skills and holistic development in creative and fun way.  I will continue to plan the country visit with children to make them feel connected to the nature and the nature elements. It will support me in to embed the indigenous perspectives in my teaching practises.

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The unit materials, class discussions and assessments changed my whole perspective about music, movement and drama and foster my knowledge and learning about temporal languages which plays the prominent role in the learning and the development cycle of the children. I learned how we can connect with the temporal languages by using our senses during the country visit and make connection with humans, non-humans and nature elements. After watching the video of the DADIRRI, I came to know that deep listening connects us together to build up the community by making connection to the country and nurtures the spiritual wellbeing. (Miriam-Rose Ungunmerr, 2017). I understand that music, movement and drama support children do self-regulate their emotions, build up confidence, identity and promote their self-esteem. I know that temporal languages have the potential to provide message and connect people from different languages, potential and abilities through gestures, expressions, singing and movements. I learned dance, music and movement support children with the additional needs to regulate their emotions, build up confidence and stimulate their emotions and they feel belong to the environment by feeling free to dance, sing and move. The whole unit materials make me confident to implement the temporal languages experiences in my everyday teaching practises.

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My intention to create the drama experience to provide children an opportunity to explore, freedom to imagine and express themselves through their facial expressions, voices and body movements. Unit material supported me to learn that dramatic play supported children to regulate their emotions and make believe in themselves. Socio dramatic play supports children to enhance their self-emotions by learning to cooperate with peers and adults and to improve their socially responsible behaviour. (Meyers & Berk, 2014).

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During my country visit, I noticed the drama of the strong wind that affected the movement of the flying birds, leaves and clouds. I planned the drama experience with the children to allow them to do the dramatic movements of a bird. I intentionally showed the educational video demonstrating the Eagle dance in the wind and a person playing the aboriginal musical instrument Didgeridoo. The children created drama in the learning environment by using props such as colourful scarfs and tree branches and pretending to be an eagle. They opened their arms and swung around in the air according to the played music. Another child motivated his peer to swing the arms faster because of the rhythm of the music.

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photo taken by me

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Experience on Drama: Drama to pretend like an Eagle

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Experience on Drama: Drama to pretend like an Eagle

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(ABC Kids, 2021).

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Didgeridoo Dance | Play School At Home | ABC Kids

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Dancing experience in the outdoor environment support children to connect themselves with the nature elements by using their all senses and become socially, emotionally and physically strong. Dancing is always a fun-loving activity by the children who are made to move as they are natural wigglers and support children to enhance their motor skills, memory, attention, listening, coordination, perception and emotional wellbeing. Dance is the wonderful experience of the children to communicate through creative play. (Dance Teaching Ideas, 2024).

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Photo taken by me.

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Experience on Dance/Movement: Dancing movements in Nature

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Experience on Dance/Movement: Dancing movements in Nature

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When I did my country visit, I noticed the leaves of the trees and bushes were dancing with the flow of the wind.  I got attracted with the dancing moves of the nature elements and that provoked me to generate my creative response for my assignment 2 with the dancing movements in the presence of the nature.

I planned dancing or movement experience during my workplace’s Nature excursion at the park. I started the experience with the acknowledgement of the country by paying our respect to the elders, past and present of the people of the Wurundjeri land and explained children that dancing is a ritual for the aboriginal peoples to celebrate all aspects of their lives. I encourage children to connect with the place by noticing the movements present in the environment. During open ended conversation children reply by saying trees dancing, leaves moving, leaves running on the ground, grass shaking. Later educators encourage children to show their dance moves by using the natural music of the wind. Children found this experience exciting to do dance without any music played on the iPad in the outdoor environment with the movement of their whole body, hands, turning around and some children open their both arms and started moving round and round. One child stand on her one leg and raised her both arms up and while dancing she mentioned, I am dancing like tree and other children got attracted and started imitating her dance movements.

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Music plays very important role in children’s learning process as it is not only the source of entertainment but make children socially, mentally and emotionally strong as Tania de Jong AM mentioned in her TEDx Talks about the release of endorphins in our brain to make everyone happy, healthy and creative. Music supports in the development of the children’s brain to make them more creative and innovative and provide them the opportunity to share their thoughts, hopes, dreams and challenges. (Tania de Jong AM, 2013)

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Experience on Sound/Music: Musical Composition with natural materials

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Experience on Sound/Music: Musical Composition with natural materials

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During my country visit, I heard the natural music or sound created by the strong wind blowing, the movement of the tree and bush leaves with the flow of the wind and birds chirping. So, I planned the musical experience by providing the children with natural materials such as rocks, different types of real wood logs and wooden sticks to create the music and to make their connection with natural materials by teaching the potential of nature and natural materials in our life.

I invited all the children for the yarning circle to embed the Indigenous perspective in my everyday teaching practices. I put the natural materials in the middle of the yarning circle and explained children about the strong connection of the Aboriginal people with nature and land and their musical instruments are made from wood. Children used the wooden sticks to beat the different wooden logs   to make their own musical composition with singing according to their own creativity and imagination. One chid was making the beautiful music by beating the natural materials and also started sing Inanay Capuana song with lots of enthusiasm and other children got attracted and they all did appreciation of their peer effort with clapping and singing along with him.

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Creative Experiences