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I acknowledge the traditional owners of Tarneit land, the Kulin nation of Woiwurrung and Wathaurong people, who are custodians of this land. Thank you for giving me an opportunity to use my artefact taken on this land for embedding experiences in the form of music, movement and drama in my early childhood teaching.

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To make soundscape of creek, I used variety of loose parts:

·       Paper

·       Rice, lentils, chickpeas, sand, rocks, gumnuts

·       Tin containers, metal/wooden trays /bowls,

I placed the rice and chickpeas in metal container, lentils in wooden bowl, rocks and gumnuts in wooden tray. I asked children to shake them gently. The rocks rubbing against each other were creating sound of water. Dry rice and chickpeas in metal container were making sound of creek. Then we mix the rocks, rice, and chickpeas together to experiment the sound. It was giving effect to creaking sound.

For making sound of rustling leaves, we experimented with paper. I held the paper from both corners, then moved the paper gently back and forth. The paper was creating a rustling sound of leaves. To experiment further, I told children to move the paper with different speed- fast/slow to mimic the different intensities of wind. Together in a group, we crumbled the paper to create and add different texture to rustling leaves.

At the end, we combined all the materials together with different speed and direction to create a soundscape of creek and rustling trees in the wind.

Theoretical perspectives learnt from the unit material

My artefact and experience have connected me to musician, Victor Wooten. He mentioned that music is a language and it’s natural. We don’t need the musical instrument to learn music, but we can use natural materials and other loose parts to produce different soundscapes. (Wooten, 2013). Children becomes confident and involved learner when they experiment with different materials to make their own musical sounds. It also reminded me of R Murray Schafer’s video in which he stated that when we listen carefully to natural music, it’s marvelous and enhances our life (National Film Board of Canada, 2009).

This artefact experience has also connected me to the video ‘learn how to create Foley art’ in which the man taught different ways of making soundscapes using different materials (Learn How to Create Foley Art, n.d.)

This experience reminded me of how indigenous people used sticks on hollow logs to make different sounds and making rain sticks using dried bamboo and filled with tiny rocks.

Reflection:

What worked well?

Making our own soundscapes using natural materials and loose parts is like an open atelier that provides ample opportunities to children to experiment, investigate and explore. (The Atelier - the School without Walls, n.d.).  Moving paper in different directions and with different speed intensity has given the sound effects of trees swooshing in heavy wind. Moving lentil, chickpea, rice, rocks and other loose materials has given the soundscape of running water in the creek.

What didn't go as expected?

I tired to make sound of crickets chirping in the creek using these materials, but it didn’t go well.

What might you do different next time?

Next time, I will look for more resources to make different soundscapes. I will also encourage my colleagues and children to research and contribute their ideas to make unique natural soundscapes.

Embedding knowledge into Early Childhood Settings.

Children enjoyed exploring the soundscapes using different loose parts. The co-workers in the room were also amazed with this experience of making soundscapes in unique way.

I will continue to experiment with different loose parts to make different sound effects in my teaching practice and will also encourage children and co-workers to contribute their own ideas of making soundscapes. I will take children for excursion to explore the nature.

This will provide opportunity to children to explore the world through their senses, express their emotions, nurtures their creativity, promotes problem solving skills by using their critical thinking to create different sounds and rhythms

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Experience 2: Happy Tree Dance movements

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Experience 2: Happy Tree Dance movements

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To extend on creek experience, I brainstorm with children what different things we see/hear when we go to creek. Some children responded water, trees, frogs, ducks, grass, leaves, rocks, snakes.

Together, we decided to do some dance movements on tree. We turned the music on ‘Happy Tree’ on you tube.

Children were wiggling from head to toe in different directions, jumping and moving their arms up/down, side to side, pretending wind is moving their branches.

Theoretical perspectives learnt from the unit material

This experience has drawn me to Parallaxis Games (Session 3) that provides an inspiration to explore music in distinctive way. (The Parallaxis – a Game of Walking between Worlds, n.d.)

This experience also draws my attention to video in session 8 ‘Music and motion helps Disabled children’ (Capital News Service, 2015) as how music movements increase flexibility, improves muscle strengths and coordination of children with disabilities and creates an inclusive environment for them where they can grow and express themselves. I got a disabled child on wheelchair in my room. That child was also using his body percussions- clapping, moving arms and shoulders side to side while listening to song.

This experience also drew me to ‘Body Percussion’ video in session 7 as children displayed their different body percussions such as clapping, jumping, stomping to show their dance moves while performing on this song.

Reflection

What went as expected?

The main aim of doing this experience with children was to make children learn and understand the use of body percussions inside their body. Children demonstrated their emerging rhythmic dance movement skills by using different body movements. This experience helped children to develop their spatial awareness, flexibility, coordination and muscle strengths.

What did not go as expected?

I was doing this experience with group of 15 children but children playing outside from other room got excited and they also joined in. The dancing area got overcrowded and some children didn’t get enough room to display their body percussions.

What might you do different next time?

Next time, I will do experience in bigger area and make children use different combinations like clapping hands/stomping/clicking fingers of body percussions with different speed and intensity to make patterns of music.

Embedding knowledge into Early Childhood Settings.

I will use dance movement experiences in my routine teaching to make children learn how to use their internal body rhythmic movements with or without music:

1) I will provide different scarves and ribbons to dance. I will introduce some interesting games during mat time. For example: while sitting in a circle, I will ask first child to use body percussion of clapping hands, and the rest of the group will follow the same body percussion. Each child will receive an opportunity to demonstrate their body percussions, which will be followed by the whole team.

2) I will also introduce the musical chair game, freeze song, Simon says and other similar songs to make children feel the music and learn the complex dance rhythms.

3)  As body percussions are very popular among First Nation people especially thigh slapping and hand clapping. I will incorporate this in children’s learning to make them aware of and understand the indigenous culture and history.

These rhythmic movements will improve memory, concentration, coordination, balancing and muscular strength.

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Experience 3: Nature Adventure (Storytelling)

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Experience 3: Nature Adventure (Storytelling)

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While sitting down for group time, I asked children what about if we can do a story time and we all pretend to go on ‘Nature adventure’ to explore the nature. Everyone got quite to listen to story. I collected some props like images, rocks, pillow covered with sheet as hill, water in bowl and artificial trees to make the story engaging.

I have started making a story using my imagination with all the expressions, sensory elements and props. Children also participated with full enthusiasm while making different sounds of splish-splash, ribbit- ribbit, trees swoosh sounds and used sensory materials to explore their senses.

Theoretical perspectives learnt from the unit material

This artefact experience has connected me to the video of ‘Sensory Telling Guide’ in session 8 that shows how the usage of props, pitch of sound, facial expressions and sensory items enriches children’s learning and helps children with special needs. (Theatre, 2016)

Reflection

What went as expected?

This story telling activity provided opportunity to children to explore their senses of touch, feel, hear, see and taste. Children were engaged in story and they got an opportunity to express their ideas, thoughts and emotions. They also made different soundscapes while listening to story.

What did not go as expected?

The children wanted to explore all the props at one time. So, it was little tricky to make them wait patiently and explore the props as the story moves ahead.

What might you do different next time?

Next time, I won't display all the props together. I will use one by one as the story moves. I will also give opportunity to children to use those props to make their own imaginary story.

Embedding knowledge into Early Childhood Settings

I will use Drama in my Early childhood teaching in different forms like-using picture book, props, singing songs, stories from aboriginal culture, using facial expressions, pitch of tone, mimes etc.  I will also encourage children to create their own stories using their imagination and share with their peers and teachers. The story telling reminded me of Indigenous people as how elders pass on the knowledge and history of their culture to young generation through storytelling.

The Drama in the form of story telling provide opportunities to children to express themselves, think creatively and work in team.

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This unit has given me a knowledge of experimenting with loose parts and creating soundscapes in unique and interactive way. This unit has connected me to Ruth Wilson's article 'Encouraging creative play and Learning in Natural Environment' in which he stated that incorporating music, movement and drama in natural environment helps in holistic development of children (Wilson, 2007). We don’t need the musical instruments to learn music as stated by Victor Wooten, but we can create our own music using different materials which allows us to make different expressions and textures that is different from traditional music. It has given us an inclusive environment where each person is musician and can contribute to soundscapes in creative ways. Earlier, my knowledge was restricted to music and I used to think that choreography, acting in cinemas and role play in childcare as hairdresser, chef are part of movement and drama. But now my perspective has shifted to new understanding of creating music, movement and drama in distinctive and creative way. Children can enact anything when we provide them ample opportunities. Movements becomes more spontaneous and creative with using soundscapes in natural way. This new approach allows us to express our ideas, thoughts and emotions. The dynamic approach of storytelling using props, body expressions, gestures inspire me to engage with the environment and allows to make connection with place. It emphasizes on creativity and active participation by using music, movement and drama in unique art form.

My artefact has given me an opportunity to experiment with different materials to explore different sounds and make children active and engage by using props, facial expressions, pitch of tone in dance movements and drama. These experiences with children have boosted my confidence and now I consider myself as musician although I am not a good singer.

I will make use of all three temporal arts in combination in my teaching practice as this modern musical approach supports holistic development in children, promotes teamwork and improves their thinking and language skills.

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Body Percussion. (n.d.). ClickView.

https://online.clickview.com.au/libraries/series/7766/music-moves/videos/7767/body-percussion

Capital News Service. (2015). Music and Motion Helps Disabled Children. In YouTube.

https://www.youtube.com/watch?v=2awMrPo8vrU

HAPPY TREE SONG|ACTION DANCE SONG|ACTION SONG+more songs for kids. (n.d.).

Www.youtube.com. Retrieved September 12, 2024, from

https://www.youtube.com/watch?v=W-fPeR474B8

Learn how to create Foley art. (n.d.). Www.youtube.com. Retrieved September 12, 2024, from https://www.youtube.com/watch?v=slBnlicFEA4

National Film Board of Canada. (2009). Listen.Www.nfb.ca.

https://www.nfb.ca/film/listen/

The Atelier - The school without walls. (n.d.). Www.youtube.com. Retrieved September 6, 2024, from https://www.youtube.com/watch?v=vNAKhgATlAo

The Parallaxis – A game of walking between worlds. (n.d.). The Parallaxis.

https://www.the-parallaxis.com/

Theatre, S. (2016, April 19). SENSORY STORYTELLING Guide: A Webinar for Teachers and Parents. Vimeo.

https://vimeo.com/163371099

Wilson, R. (2007). Children, creative play and the natural environment, ch1 pp 1-18. Vu.edu.au. https://vucollaborate.vu.edu.au/content/enforced/1783102-ECE2008-1-2023-H1B3-150037/Nature_and_Young_Children_Encouraging_Creative_Play.

Wooten, V. (2013). Music as a Language: Victor Wooten at TEDxGabriolaIsland [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ0