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Creative Dance for Early Childhood /. (2020, June 7). https://danceteachingideas.com/creative-dance-movement-for-toddlers/

Delafield-Butt, J. T., & Trevarthen, C. (2015). The ontogenesis of narrative: From moving to meaning. Frontiers in Psychology, 6, Article 1157. https://doi.org/10.3389/fpsyg.2015.01157

Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO, LLC. https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317&ppg=330

Lake Cowal Bird Dance - Uncle Winnie (Winata Puru)

https://youtu.be/mVDh_Qev-yc?si=QO4_bmUEW1gYAbO0

Learn how to create Foley art. (n.d.). Www.youtube.com. Retrieved March 13, 2023, from https://youtu.be/sIBnlicFEA4

Nolan, A., & Raban, B. (2024). Theories into practice: Understanding and rethinking our work with young children and the EYLF. Teaching Solutions.

Wilson, R. A (1997, March). A sense of place, Early Childhood Educ, (24, 191-194).

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Wooten, V. (2013, May 29). Music as a Language: Victor Wooten at TEDxGabriolaIsland. YouTube. Https://youtu.be/2zvjW9arAZ0

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Activity 1: The Sound of Improvised Musical Instrument

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Activity 1: The Sound of Improvised Musical Instrument

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What inspired me to do this activity?

My Sound/Music activity "The Sound of Improvised Musical Instruments" was inspired by the sound of nature like the bird’s sound, the sound of the wind, the rustling of leaves and the sound of waves. (AT2). They were all free to make sound of their own. It inspired me to choose one activity that is also free, simple and no restrictions. Just play to your heart’s content and express your feelings and emotions.

Plan 1: The Language of Music

Objective:

The (2-3 yr old) children will be able to play both the actual musical instruments and the "improvised” musical instruments and enjoy their music.

The children will be able to learn how to recycle materials to help nature for sustainable future.

Materials/Resources:

Pots, pans, wooden spoons, plastic ladle, tongs, wooden brushes, wooden sticks, real drums, wooden sticks, maracas, shakers, xylophone, etc.

Procedure:

1. Show children the different real musical instruments and let them pick one. Let them play.

2. Introduce the “improvised” musical instruments to children. Demonstrate how it is used by hitting the pots and pans as drums softly by your hand and using wooden spoon to hit the pots and pans gently, moderately and loudly. Afterwards just place them on the floor. Check if children are going to use it.

3. Engage in play with children, using the open-ended materials of improvised musical instruments.

4. Discuss using improvised materials to help our nature for sustainable future instead of throwing those old pots and pans and other recyclable materials.

Summary:

Children will be able to play, enjoy and engage in playing musical instruments according to their own preferences of resources/materials. Children will be able to learn how to recycle materials for sustainable future.

Rationale/Justification:

This activity provides an opportunity for children to engage in music making and expression of feelings. By participating in this activity, children can demonstrate their understanding of sound, rhythm, beats and composition.

Theoretical Perspectives:

This activity aligns with the ideas of Victor Wooten on the importance of creative expression and the power of music as a means of communication and connection (Wooten, 2006).

Reflection:

What went as expected:

The children were highly engaging in the activity and showed excitement and enthusiasm in creating and playing their own music. They tried playing every instrument then chose the one that they liked. They enjoyed making their own sound or music.

What did not go as expected:

The children in my class had a blast playing music using improvised musical instrument of pots and pans as drums and tongs, wooden spoons, plastic ladle, wooden brush sticks as drumsticks. I was surprised; children ditched the actual musical instruments and preferred to use the improvised musical instruments. I was expecting they would use the actual musical instruments.

What might you do different next time:

I would set up an area for “improvised” musical instruments and observe how children would play and their reactions towards these materials/resources.

How might you use this growth in your future practice of early childhood education?

This experience taught me that children play with whatever resources are available that interest them. It highlights the importance of giving opportunities for children to engage in temporal languages of music and sound. I would encourage to make improvised musical instruments created from household items and recycled materials to make sounds like traditional instruments, like a tissue box guitar or plastic bottles with rice inside as shakers.

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What inspired me to do this activity?

“Foley Art: Making rain sound” inspired me to make this activity for children as rain fascinates me. I love the sound of the rain. It makes me go to sleep quickly. It gives me a different kind of vibes.

Plan 3: The Language of Dramatic Art

Objective:

The children will be able to:

- follow instructions on making rain sound

- take turns on making their own rain sound

Materials/Resources:

Buckets of water, Colanders, Pans and pots

Procedure:

1. Start with Acknowledgement of Country.

2. Gather all the resources/materials and ask children “Who likes rain? Do you know the sound of the rain? Can you imitate the sound of rain?"

3. Demonstrate how the sound of rain is made using water poured into colander and water hitting on the pans or pots. Explain to children this is one of the many ways Foley arts secrets of making rain sound.

4. Ask children to take turns to demonstrate how they make their own rain sound.

5. End with children singing “Rain rain go away, come back another day”.

Summary:

This activity is planned for children ages 2-3. Foley artists use everyday objects to physically perform and recreate sounds like footsteps, fabric movements, and environmental effects, ensuring they perfectly match the on-screen action and enhance the emotional impact of the scene.

Rationale/Justification:

This activity provides an opportunity for children to engage in Foley art. Explain to children A Foley artist is the person who creates this sound art. Foley artists use creativity to make viewers believe that the sound effects are real.

Theoretical Perspectives:

This activity aligns with the ideas of Foley Art. Foley art is a unique sound effect technique that involves creating and “performing” everyday sounds for movies and television shows.

Reflection:

What went as expected:

While making this activity, one of the children (from Aboriginal background) produced a sound like a bird while we were making a rain sound. It created an entanglement of rain sound and bird sound which produced a drama of its kind. Each child extends their hands to catch the water as they did not get the point to listen to the sound of the rain but when I explained to them afterwards before their turn, they became quiet and listened to the sound of rain. After I introduced to them how to make a sound of the rain, each child was given their turn to make a rain sound, and they were pleased waiting for their turn. Children loved water play, it's fun, exciting and stimulating plus the bonus of making the sound of rain. Children refine their hand-eye coordination as they pour water on colander to make rain sound. This sensory play encourages hands-on learning and while children pour, splash and feel the water, it develops their coordination, concentration and problem-solving while they engage in play. This form of play is open-ended and provide opportunities for social interaction and communication as children play alongside each other, sharing tools and water and express their thoughts and discoveries, like the sound of rain and fostering social skills and language development.

What did not go as expected:

That children are more interested in playing the water, touching and feeling it rather than listening to the sound of the rain.

What might you do different next time:

I would ask the children to listen to the sound of the rain from an Ipad or speaker and let them describe the rain sound.

How might you use this growth in your future practice of early childhood education?

In my future practice of early childhood education, I will introduce the different kinds of practical Foley Art techniques and have the children experience it using their different senses.

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This video which I converted to picture (so as not to expose children's faces) was the activity I did with children based on my AT2 experience. The children were following me in one line walking, jumping, flying and dancing like birds in a flock. We extend our arms up and fly like birds flying in one line. We used our feet to make sound (as body percussion). We bowed our heads and up and shaking our bodies shaking off water like we were bathing in shallow waters. We even make sounds with our feet tapping quickly to produce dancing birds sound.

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Based on my AT2 artefact and creative response, I planned an activity that enable 2-3 yr old children make their own bird's mask as their creative art activity.

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Objective:

The children will be able to:

make bird mask

apply glue on the paper plate cut-out

paste the cut-out yellow beak and feathers onto the half paper plate cut-out mask.

Materials/Resources

- Paper plate cut-outs

- yellow beak cut-outs

- glue

- feathers

Procedure:

1. Apply glue on the yellow beak cut-out and paste it on the paper plate mask. (See sample)

2. Apply glue all over mask paper plate.

3. Paste the feathers on the paper plate cut-out mask.

Summary:

The children will be able to make a bird mask to be used for dancing 'Bird Dance". The children followed the instruction on making a bird mask.

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What inspired me to do this activity?

My Creative Response to my ‘on country visit’ inspired me to do this activity. I love dancing and I would love to share my ideas and dance perspectives with children.

Plan 2: The Language of Movement and Dance

Objective:

The children will be able to:

- follow instructions on clapping, tapping, flapping, shaking and dancing.

- dance like a bird

- make a bird mask

Materials/Resources:

Ipad, speaker

Procedure:

1. Start with Acknowledgement of Country.

2. Ask children “Have you seen a bird?” What do they do?” Today we are going to pretend we are birds. Ask children to follow instructions on clapping, tapping, shaking their body and dancing.

a.  Clap, clap, clap (hands)

b. Tap, tap, tap (foot/feet)

c.  1-2-3 clap

d.  Pretend you’re a bird. Extend your arms sideways and flap your arms and hands like a bird and fly like a bird.

3.  Ask children to form a line and follow you walking, tapping feet and flying and bathing like a bird, dancing and twisting/shaking off your body.

Summary:

This activity is planned for children ages 2-3. Children will explore movement of their bodies (body parts: hands, arms, upper body, feet) and imagination and pretend they are birds. Children will follow their educator’s movement and dance alongside their educators and peers. By participating in this Bird’s Dance, children will be able to showcase their concept of movement and dance while enjoying and having fun dancing.

Rationale/Justification:

This activity provides an opportunity for children to engage in dancing, tapping and clapping. Young children will find their own body language through their own exploration of movement through dance-play making sure there is space to move around. Dance provides a fun movement activity while developing concentration and attentiveness.

Theoretical Perspectives:

Dance provides rich, full-bodied sensory experiences that are vital for a child's full-bodied development. It enhances physical skills, coordination, flexibility, and a sense of the physical self. This aligns with Rudolf Laban’s Theory that emphasizes the importance of developing physical dexterity and skillfulness through dance and how children learn about their bodies and the world through movement, improving coordination, flexibility, and spatial awareness. Also, it reminds me of Bangarra's mission, to create inspiring experiences that promote awareness and understanding of their cultures.

Reflection:

What went as expected:

The children had fun and enjoyed dancing, clapping, and tapping their feet. They actively follow the instructions and expressed their emotions through dancing like a bird. One child even mimicking the sound of the bird while dancing.

What did not go as expected:

The limited time as I was told to go for my lunch break and children were hesitant to follow the one that covers me. Also, the bird mask activity was done late, just after we had this activity. Bird mask should have been used in Children's Bird dance.

What might you do different next time:

I would set up the bird mask making activity ahead of time and would allocate a lot of time for dance practice.

How might you use this growth in your future practice of early childhood education?

In my future practice of early childhood education, I will utilise the lesson learned from this experience and allocate heaps of time for practice dancing. I will teach children different kinds of dance and encourage children to practice balance and motor skills while stretching their imagination.

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Overall Reflection on Music, Movement and Drama

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Overall Reflection on Music, Movement and Drama

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I was looking forward for this unit as I know I will be enjoying this content of music, dance and dramatic art. I love music and dancing and drama as well. I now prioritize incorporating these temporal languages in my planning and teaching. As our centre philosophy is guided by Reggio Emilia, working on holistic, child centred education that emphasised learning through play, exploration and creativity, I will focused on teaching children sing songs, make music and dance. The children will be able to express their thoughts and feelings into perspectives and to listen deeply and appreciate exploration of nature sounds and its elements.

I would set up my classroom to stimulate children's interests and creativity and design an open and inviting environment and provide 'provocations' that inspire children to explore and interact with materials and each other and incorporate the different temporal languages of music, movement and art. I would also incorporate aboriginal perspective on using cultural music, dance and dramatic arts to facilitate creative expression of different cultures in learning and development in early childhood education. Through play-based activities, I would explore philosophical ideas behind aesthetics and poetics, and how these can be applied in practical, multidisciplinary experiences for children, fostering communication, creativity, and motor development. By using the languages of music, dance/movement and dramatic arts as tools for children's learning and self-expression, I would be able to incorporate my teaching using the play-based approach and creative activities to encourage children's creativity, imaginative play and emotional development.