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The movement seen in this video is echoed by the loud yet calming whistling noises, bringing tranquillity. As the wattle sways back and forth rhythmically, the sounds of the branches are loud, swooshing in and out. The trees stand tall, dominant, yet gentle, bringing life into the scene. The pear lying on the ground captures the story of how once something made from trees now forms part of the landscape. The cracks in the concrete, once not there, are decorated by the raindrops, highlighting how nature becomes part of the landscape. Language, sound, and drama create a congruent creation, whereby each element complements one another and creates a story of how the beauty of the natural world and landscape come together in harmony. This experience during my country visit reminds me of the importance of incorporating the natural environment into creative play. Nature not only stimulates the soul but also simulates play, development, and learning (Wilson, 2007).

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During this country walk, I experienced a series of different emotions. I felt a sense of calm and serenity; I felt peace. The wind blew on my cheeks as the cold pressed through my bones. So many thoughts flooded my mind as I took in the freshness and enjoyed the silence. It gave me time to reflect, immerse myself in the environment, and hear and speak with it. It even made me think of the importance of the environment and how we must preserve nature and all its elements. Walking along the paths I once walked through as a young girl and now as an adult brought me a sense of nostalgia.

It made me recall childhood memories of being young with my family and playing in local parks. One memory is of my time growing up in the outer north and visiting our local park. At the time, my neighbourhood was not as densely populated as it has now become. This meant our neighbourhood park was filled with local wildlife and native trees, with very little traffic surrounding it. On my 5th birthday, my parents organized an elaborate family BBQ. There were many balloons, presents and friends. As my father grilled sausages on the BBQ, a flock of magpies swooped onto the picnic table and flew away with several bread rolls. The moment still sticks in my mind as it was a hysterical moment where my parents and friends were frantically shooing away the native birds as the children watched, laughing.

In this experience, the children were enthralled by the magpies. The sounds of the hysterical adults attempting to shoo away the birds, the movement of the magpies flying away with the bread in their beaks, and the dance of the trees swaying in the backdrop captured the children's attention, activating their senses.

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In guiding my teaching practices, I draw on the pedagogy of place (Hamm, 2015). I believe it is important for children to connection to their environment. I believe that when children engage with both natural and built surroundings, they develop a deeper sense of belonging and understanding of their world. In my creative work, I explored this connection through the yellow wattle tree, dirt, weeds, and pavers. These elements were woven into the imaginative narrative, representing the balance between the natural world and human-made structures. By using movement, such as stepping on stones, children can physically and imaginatively engage with the environment, making personal meaning from the space they inhabit. This practice encourages me to create learning opportunities that allow children to explore, observe, and play within their environment, connecting their bodies and emotions to the land around them.

I also incorporate the concept of meaning-making into my practice, recognising that children construct their understanding of the world through their interactions and creative expressions. The imaginative narrative in my creative response, which transformed ordinary objects like the brick wall and light pole into part of an adventure, demonstrates how children can interpret and give meaning to their surroundings. By including elements of music, movement, and storytelling, I can further support children in creating their own stories, allowing them to explore their ideas and emotions through creative expression. In my teaching, I aim to provide open-ended materials and opportunities for dramatic play, where children can make sense of their experiences and share their unique perspectives through temporal arts.

Dadirri informs my teaching philosophy, particularly the practice of deep listening and reflection. I see Dadirri as a way to encourage mindfulness and attentiveness in children, encouraging them to observe and reflect on their environment with patience and openness. I captured moments of stillness, like the raindrops on the pavers and the condensation on the light pole, and reflected on these small details as part of the broader narrative. By incorporating Dadirri into my teaching, I encourage children to take time to notice the details of the world around them, practicing quiet reflection before engaging in creative responses. Whether it’s pausing to listen to the sounds of nature or taking a moment to reflect on the movement of their bodies through space, these practices help children develop a deeper connection to their surroundings(Ungunmerr-Baumann, 2002).

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Hamm, C. (2015). Walking With Place: Storying Reconciliation Pedagogies in Early Childhood Education. Canadian Children, 40(2), 56–66.

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 (edn) Nature and Young Children : Encouraging Creative Play and Learning in Natural Environments, Routledge. Ch 1, pp 1-18.

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Radiant yellow, soft and airy, with glimmers of vibrant green.

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Videos for the on Country visit

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For my artefact, I chose a small video snippet of a wattle tree. The wattle’s bright yellow tone, with glimmers of green leaves, is swaying gently in the breeze, creating a mesmerising visual and sensory experience. The sounds surrounding this moment, whether it’s the soft rustling of the leaves or the wind moving through the branches, add a layer of calm and reflection to the piece. The natural movement of the wattle in the wind represents the deep connection between the elements of nature and how they can evoke both emotional and sensory responses.

This moment in nature captured my attention and inspired me to create a dramatic story through spoken poetry, blending both reality and imagination. The simple act of observing the wattle’s movements in the breeze became the foundation for a deeper narrative an adventure that moves through real and imagined landscapes. The wattle and its surroundings set the tone for the unfolding story, guiding the listener through a journey where stepping stones, hidden dangers, and moments of reflection blur the lines between the real world and the imaginary.

This video also captures the concept of Dadirri, as it invites a moment of stillness and deep listening. Watching the wattle move in rhythm with the wind reminded me of the importance of observing the small details in nature and reflecting on them with a sense of wonder. The colours and movement of the wattle, combined with the soothing sounds of the breeze, create an experience that feels both grounding and imaginative. This snippet reflects my connection to the natural world and how I have incorporated sensory-rich moments into my creative response and understanding of connecting to country. I am then able to transfer this into my teaching practices, encouraging children to pause, notice, and reflect on the environment around them.

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Immersive Portal - Video & Poem creative response

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Immersive Portal - Video & Poem creative response

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I chose to use spoken poetry in combination with images and videos of natural and man-made elements because I wanted to create a sense of immersive exploration. By blending these languages, I aimed to reflect both the imaginative playfulness of the experience and the more mysterious, dramatic elements of the space. The poem narrates the story of a child navigating a world that seems familiar yet otherworldly, echoing the idea of moving between two realms (reality and imagination).

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It is not easy to fully articulate the varied and layered sensations I experienced during my visit to country. Walking through the natural landscape, I automatically felt that the air I was breathing was clearer, almost fresh, and less polluted. What was really evident during my time in country was the contrast between the city life and country feel. It provided me with a sense of calm and simplicity, whereby I was able to practice mindfulness and be present and allowed to feel both alive and humbled by the natural beauty around me. Upon reflection, my experience reminded me of the Dadirri video and the emphasis on being still in the bush, and it helps us be aware of our surroundings (Ungunmerr-Baumann, 2002). I felt that during this experience, I was able to find comfort in the practice of silent awareness.