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Video of our adventure through our hearing and listening.

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Video of our adventure through our hearing and listening.

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In this experience I will read the children the book 'Going on a Bear Hunt'. I felt this book connected to my place where I felt I was a storyteller and one who wanted to go on an adventure. I wanted the children to experience this connection between drama, music, sound, and language. We have the opportunity to speak about the different sounds that the natural environment can make and how they represent different stories and languages. I felt that the children could join me on this adventure as we explored the beauty of nature and the stories it has to tell.

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I felt this book was a brilliant connection and representation of my connection to place as I had the strongest urge to embark on an adventure and relive my childhood by expressing myself through words and imagination. This provocation was deeply connected to my personal experience, and I was able to share it with my class. As I narrated my adventure through this book, I created different sounds and expressions, which allowed the children to create their own adventures through the story. They were able to connect with different places and paces where they had positive memories.

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I originally thought of music, movement and drama as a form of language, expression, connection, learning and grounding – I still believe this to a degree but in a much deeper way and not only that, but how much nature is connected to music, movement and drama. I have learnt that nature has the ability to teach children various sensory skills including auditory, gustatory, visual, olfactory, tactile, vestibular, proprioception, and interoception (Gano and Krull, 2020). In addition, nature serves as a third teacher for children (Wilson, R. 2007). Furthermore, I have learnt that music is a language that is innate within us, acquired before birth, and the possibilities for expression are limitless when given opportunities without boundaries. This universal language connects people from different cultures and people from all over the world (TEDx Talks. (2014). I have further learnt that music is intricately linked to language and relationships between the various musical elements such as rhythm, pitch, dynamics, expression, form and structure, timbre, and texture (ACARA 2018). I now know that music is a lively aspect of language that is rooted in our own interpretations, perceptions and can be intrapersonal (Neely, 2018).

From this unit, I gained insight from Schafer and Oliveros' videos on the value of listening and its impact on our lives. Oliveros (TEDx Talks, 2016) explains the significance of mindful, active listening that requires us to pay attention to the sounds we hear and be present in the moment. This approach allows us to establish a connection with our environment, raise awareness of our surroundings, and perhaps make it a habit. In essence, Oliveros views deep listening (TEDx Talks, 2016) as listening in every possible way to hear everything conceivable, which has therapeutic properties as well. Schafer echoes this sentiment by highlighting the importance of listening to the soundscape; an enormous and ongoing composition that surrounds us at all times. By actively listening to the soundscape, we can enhance our perception and appreciation of the intricate and stunning world surrounding us.

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We will be doing this activity outside and sitting down in nature with the children. During this experience, we will immerse ourselves in nature and establish a personal bond by tuning into the sounds around us, which will help us construct fresh ideas and foster creativity in storytelling. While basking in the sunshine, we'll sit outdoors, close our eyes and engage our senses to identify the sounds in our surrounding.

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We will provide varied musical instruments for the children to explore, investigate and express themselves through creating their own rhythm.

This provocation is designed to connect my experience in place as I explored a variety of elements of sound, including tempo, pitch, expression, form, and texture (ACARA 2018). By immersing myself and the children in our surroundings, we had the opportunity to be able to create a unique soundscape that captured the various sounds and sensations of the environment around us. Ultimately, this provocation allowed the children to explore and connect with their surroundings in a new and exciting way, while also tapping into the power of sound to enhance the experience.

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1.     What went as expected?

The children were very invested in the story, their eyes were peeled to the book and they were able to read the book along with me.

2.     What did not go as expected?

I didn’t expect the children to create their own drama through this book. The children were able to create and incorporate their own ideas verbally as a group.

3.     What might you do different next time?

As I reflect on this experience, I can’t see anything I would do differently as the children showcased how invested they were on the story as they created their own ideas and spoke to me about it throughout the day. The children also constantly asked me to go on a bear hunt with them each time we went outside and we also sang the song many times. Next time, I will chose a different book and see if the children can create their own drama through storytelling again.

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During my connection to place, I became acutely aware of the various sounds and rhythms around me. I could hear the gentle rhythm of water droplets falling from leaves and gutters, as if nature was creating music for me to listen deeply to (TEDx Talks, 2016). Additionally, the sound of the heater provided a steady beat that I found myself moving my head to in time. As I explored my surroundings, I began to connect with the plants and trees as if they were family, using storytelling to create a sense of dramatic tension. Through this connection to place, I realized that children can similarly explore their environment and create their own unique rhythms, tempos, and expressions through music. This is why I created this experience - to allow the children to connect to place through deep listening (TEDx Talks, 2016). As Ruth Wilson explained in her article how children are connected to the natural world and are innately fascinated by it and all living things and the fact that nature is a third teacher (Wilson, R. 2007).

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In my assignment (2), I explained how my reflection would shape my future practice in early childhood education settings. Specifically, I plan to incorporate more musical and movement opportunities for children in a less structured and more open manner - therefore, I have created this experience in which children were allowed to bring in their own instruments and participate in singing and dancing without any limitations or boundaries. Through this experience, I hope to encourage more creativity and freedom in the children's learning processes with varied musical instruments (Gano and Krull, 2020).

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1.     What went as expected?

That the children wanted to join and participate in closing their eyes and listening to the sounds in their environment. The children were able to engage verbally about what they could see and hear. The children really connected well to their surroundings.

2.     What did not go as expected?

To be honest, I wasn’t expecting all the children to participate - I wanted the children to be given the choice on whether they wanted to participate or not and every child joined.

3.     What might you do different next time?

I might try to expand this experience and try for a longer time with the children.

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1.     What went as expected?

The children were all enthusiastic and driven to participate and seemed to enjoy picking their own instrument. The children banged and made loud and fast expressions and some children made quite and intimate expressions using the instruments.

2.     What did not go as expected?

I did need to reach out to the room next door to grab some more musical instruments. And the children were very calm and happy to wait to receive some new instruments to pick from.

3.     What might you do different next time?

I might incorporate some emotions with the music that the children create. Or I would even integrate working with soft and loud words and sounds and maybe even include a game such as, freeze with musical instruments.