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Artefact - Capturing the drama, movement, sound, and feel in woods

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Artefact - Capturing the drama, movement, sound, and feel in woods

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Here I am, walking into the woods.

One foot forward, then the next.

I listen, I feel, and I begin to move.

The wind whispers gently through the trees.

Feels on my skin like a fresh cooling breeze.

I opened my arms, stretching, swaying, and flying with Kookaburras, laughing along.

That sound of ducks waddling filled my ears with the gentle music.

The tree whispers, the river flows, the magpies walking along – singing their own song.

I moved further, enclosed in the scent of trees, sound of nature, and feel of cool breeze.

Every step tells a new story.

Here I am, walking into the woods.

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s8174521 - Manisha Dubey - 2008 - Walk into Woods

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Creative Response - "Walk, Stop, Listen & Move"

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Creative Response - "Walk, Stop, Listen & Move"

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A creative response of on country visit place through movement, drama, and sound game.

The pictures included in the video were taken on my on country visit.

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Manisha Dubey   Creative Response   2008   AT2

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Analytical Response - Tales of sound, movement, and Drama

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Analytical Response - Tales of sound, movement, and Drama

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I feel my whole body turns into deep sense of relaxation, rhythm, music which uplifts my inner self every time I am out in nature. When I went out for a walk in the woods the whole drama I observed was so amazing and it took me straight to “Wala is Life” by Allara (2018), that how she used the nature, place, and drama to create a powerful music, and same was happening with me in that moment, the kookaburra singing, magpies talking, ducks waddling their gentle movement in water creating beautiful sound.

Also, Ashley Bowman, defined dance and drama in Artifact Dance Project (2018) portraying that it exists in the environment, it just that how we as human experience it. I believe, it offers open thoughts, thinking, creativity, and giving the opportunity to be in environment like this will provide children the wider canvas to outpour their imagination, thoughts, and naturally express their art through building connection to the place.

My creative response was also inspired by how I felt in that place, and how I think children might interpret that environment to include it in their imaginative play. When children will get to explore their world, their sensory stimulation becomes more powerful, and it actively build pathways to cognitive development, and high thinking ability.

Like Pauline Oliveros (2015) said, about deep listening, “listening in a new way, the ear hears, the brain listens, the body sense the vibrations”.

I would love to let my children experience more of it, and sense the world through their experience, and exploration.

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Analytical Response - The Feelings and Sensation

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Analytical Response - The Feelings and Sensation

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I paused, sat on the bench, and allowed my inner self to connect with the drama happening outside to feel each detail of that place. My thoughts took me to Dadirri (2017) where Miriam said, “to know me is to breath with me, to breath with me is to listen deeply, to listen is to connect”, I was connecting myself to all the drama, sound, and movement and felt like being part of it, and enjoyed the music and movement happening there. I felt the warmth of sun, cool breeze touched my skin, scent of eucalyptus filled my nostrils, the sound of birds and wind – I was not only experiencing the moment but became part of it.

I thought creating that peaceful environment and following slow pedagogy in my classroom will naturally allow children to feel each movement and explore through self-pace, bond with the peers, flawlessly without instructing them what to do. I do believe what Wooten (2013) said, that “children are born with freedom”, and we educators should not take it away from them, and create a supportive environment where, “children blossom and grow, not within themselves but as a whole nation” (Dadirri, 2017), creating a stronger future.

Additionally, I believe that outdoor open environment does wonder, and children get more opportunity to do problem-solving, strengthen their whole body through active movement, and build social relationship through negotiation in their play. So, it is important to provide free flow access to indoor and outdoor environment like the philosophy of Reggio Emilia states, “the learning environment is the “third teacher” in early childhood education, after the two classroom teachers (Edwards, Gandini & Forman, 1998). This environment should include not only the indoor early childhood classroom, but also the outdoor environment. The environment where children play has an effect on them and the quality of their play.”

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Analytical Response - Dreaming, Imagining & Thinking of Play

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Analytical Response - Dreaming, Imagining & Thinking of Play

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With each step, I was thinking of plays. I felt if I had my children here with me, they would have so many opportunities and wondering what they will think of spotting the birds nest, will they use this spot as slide or den, or how they will explore these broken tree branches”. The place was offering so much but will only know about children’s engagement with the environment by providing them the opportunity.

I resonate with Vea Vecchi’s conversation, that nature acts as a living atelier, the wind, water, shadows, stones, and trees all offer provocations and materials that support open-ended exploration. Same as Hundred languages of Reggio Emilia, the nature also offers hundred languages and inherent aesthetic richness – the rhythm of rustling leaves, the dancing sun light, singing of birds, and beautiful landscape. This will not only offer the open-ended play to children but leads to cognitive and emotional stimuli.

Marisa (2019) also supported in article, “The Importance of Pretend Play in Natural Settings”, that when children are given the space and play outdoors, they truly grow as a whole child.

My discussion with my peers in breakout room on “Pretense and Private speech” helped me understand further how the environment and imaginative play support children. The group outcome, “Vygotsky believes that private speech gives children impulse control and self-regulatory skills.

Socio-dramatic play encourages the development of private speech, and gives children the tools for emotional regulation, peer collaboration, social skills, independence and imagination. Studies have shown that make-believe play puts children in a Zone of Proximal Development in which they can practice self-regulation and construct social relationships.”

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Manisha Dubey - References - 2008 - Assessment 2