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Over this unit I have found that I'm not looking at Music/Movement/Drama as just songs and productions but more as a way of expression and communication through different mediums of creative arts. This to me makes it so clear how important it is for children to have the opportunity and freedom to take part in all creative arts in all aspects of education.

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Session 1.
I didn’t think of music as a language and a right. The Dadirri video (Ungunmerr, 2002) resonated with me with the deep listening and taking a step back to really listen to the natural music happening around us every day. I would like to use deep listening in my future practice to also model to children the beauty of music made by the natural world around us. My personal experience with music has always been turning on a radio or cd and singing/ dancing along but it can be so much more. Even using body percussion to make your own music.

Session 2.
When watching PAULINE OLIVEROS: THE DIFFERENCE BETWEEN HEARING AND LISTENING, it made me really think deeply about the question “What is the difference between listening and hearing? As Pauline says “The Ear hears, the brain listens, the body senses vibrations, that hearing is a science and listening is subjective. We’re not giving the opportunity to deeply listen. Listening is a lifetime practice.  Listening is linked to a feeling, memory, can take you back to a place. Hearing is biological, listening is cultural – our brain is biological, our mind is cultural.” (The difference between hearing and listening | Pauline Oliveros | TEDxIndianapolis 2015). All of these things I’d never truly thought about, and how often to we hear but not actually listen and take in what is happening around us.

Session 3.
Looking at drama from a new lense. In the past I would’ve never included lights and/or shadows into the drama of a scene or image. I would’ve just thought dram was acting, a show or production whereas now I can see that there is so much more than what catches the eye. Children everyday take part in drama, with imaginary play!

Session 4.

Connecting with place through Music. Prior to this session I would’ve been unsure of the topic, it really would’ve stumped me but as soon as we listened to Inanay (2010), I immediately knew this connected to the Indigenous culture of place. As I already use this song in my practice, I will now use it thinking from.a different lense of Past/present and connecting to place.

Session 5 & 6

When listening to Wala is life (Wala is life 2018) it showed just how simple it is to connect to place through music. Using deep listening and closing your eyes to imagine you are there also shows just how music can add drama to a scene. Using this in my practice would be activities such as this and doing a discussion to see just where the sound took the children on their imaginative journey.  The Atelier footage (The Atelier - the School Without Walls 2018) showed many aspects of music and drama within the short video, the way the lights created shadows and the simple movements made by the children. Children are capable of being co constructors in their own learning and this school is a good example of how children can create their own leanring.

Session 7.

Make believe play, an important part of childhood and learning. Linking to the ability to socialise and emotion self regulation. During this unit especially it’s reiterated just how important imaginative play is for children’s  development, and how it can be connected with place, music and movement.

Session 8.
Watching the Learning how to create foley art(Learn how to create Foley Art 2020) showed just how much using sound can dramatize a situation. Reading a book for example, adding in the sound of the breeze or the swishing of grass can bring attention and connection to a story.

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Inanay - Tiddas (2010) YouTube. YouTube. Available at: https://www.youtube.com/watch?v=1xGWMFBfKi8 (Accessed: March 13, 2023).

Learn how to create Foley Art (2020) YouTube. YouTube. Available at: https://www.youtube.com/watch?v=slBnlicFEA4 (Accessed: March 13, 2023).

The difference between hearing and listening | Pauline Oliveros | TEDxIndianapolis (2015) YouTube. YouTube. Available at: https://www.youtube.com/watch?v=_QHfOuRrJB8 (Accessed: March 8, 2023).

The Atelier - the School Without Walls (2018) YouTube. Available at: https://youtu.be/vNAKhgATlAo (Accessed: March 13, 2023).

Ungunmerr-Baumann, MR 2002, Dadirri: Inner deep listening and quiet still awareness, Emmaus Productions, pp. 1–4, accessed from http://www.dadirri.org.au/wp-content/uploads/2015/03/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl1.pdf.

Wala is life (2018) YouTube. Available at: https://youtu.be/1XACgej9L80 (Accessed: March 13, 2023).

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The Sound music activity related to my assessment 2 experience as I had taken part in this activity solo and then with the children. It was interesting to see how the children interpreted it compared to my own thoughts.

The children got to discover music with nature, using objects that wouldn’t necessarily be called in instrument but can make sound. This also opened up a discussion around connection to place, and past/ present.

These activities also link to Reggio Emilia theories on the child having 100 languages, one of those being music.

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YOWL AND A GROWL.
A small group of children took part in a small grouptime reading Room on the Broom by Julia Donaldson. Using sounds when the animals would join the witch on her broom gave the children the opportunity to really immerse themselves in the story, even contributing to the sounds as the book progressed.

I found during this activity the children were more captivated by the book than ever before.

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BODY INSTRUMENTS
During group time we opened up the discussion on “How can our bodies can make music?” After collaboration the children suggested the following: clapping, patting your legs, singing, chattering teeth, popping cheeks, clicking your fingers. We then as a group came up with a dance which included body percussion. The children jumped, clapped, tapped on their chests even clapping hands with other children to make sound.

This activity went on for approx. 15-20 minutes. The children were excited to collaborate and move their bodies.

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ROCK & ROLL
Myself and 3 children went into the Garden and collected stones from the ground. The children lined up the stones and began tapping them together. After discussing what sounds were made these were some of the responses.

S- “This one loud”
K – “This little one will be quiet”
J – “It sounds like knocking”

The children lost interest very quickly and were more keen to just collect the rocks.