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I read 'The Hungry Caterpillar' to the children in class using a prop of a puppet of a caterpillar that unfolds into a butterfly. This started our bug journey.

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Drama, sound & motion experience: Caterpillar to Butterfly

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Drama, sound & motion experience: Caterpillar to Butterfly

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Crawling on the ground like a caterpillar in the song.

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Drama, sound & motion experience: Caterpillar to Butterfly 

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Drama, sound & motion experience: Caterpillar to Butterfly 

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Caterpillar to Butterfly song that we sung with the children in costume. 

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Drama, sound & motion experience: Caterpillar to Butterfly

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Drama, sound & motion experience: Caterpillar to Butterfly

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Butterly costumes created for our service by a parent to dance and flap our butterfly wings

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Drama, sound & motion experience: Caterpillar to Butterfly

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Drama, sound & motion experience: Caterpillar to Butterfly

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Drama, sound & motion experience: Caterpillar to Butterfly

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Drama, sound & motion experience: Caterpillar to Butterfly

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Summary: This experience was carried out over a two-week period with my three-year-old class that attends once a week. In the first week, I read the book to the children and acted out the part of the caterpillar with the prop caterpillar puppet I had. I spoke of the different foods, and we connected some of them to what we saw in lunchboxes on the day.

In the second week, I brought out the butterfly wings that were created and given to our kinder many years ago. We read the story again, this time using felt props of the different items. When the book was finished, the children were able to pick the different colour butterfly costumes to wear. We played the song, acting it out along to the music.

Rationale: This experience relates to Assignment 2's task in various ways. Within the activity, the children are experiencing sounds, and motion with a link to the natural world. In Assignment 2, the experience was about becoming the beetle and exploring his daily journey. In this experience, the children are again enveloping the idea of the insect. They are able to feel a part of the caterpillar by acting out the motions through sound, movement and the texture of the wings flowing in the air as they transform into butterflies.

Theoretical Perspectives: Caterpillar to butterfly is a dramatic form of temporal art. The children are able to express their inner language within the moment to make sense of their world (Baker & Hamilton, 2015).  I witnessed children delight in the colours, sounds and physicality of this experience. This allowed them to make decisions about their interpretation of the song in an individual way, resembling the thought process of Parallaxis where they are creating from their own world (Kilby, 2017).

Reflection:
This experience done over two sessions worked well but not perfectly. The children are still in the early stages of routines and are still discovering how things work at kinder. The story went well and singing and dancing are always ways to get children up, active and engaged in play. Developmentally at this age, children may not be ready to sit down on the mat together but most children gave these experiences a go. On a personal level, the song used in this activity although quite old reminds me of a dear friend that taught at kinder alongside me when I was just starting out as the 3yo teacher. She loved to sing this song with the children and I think of her every time it plays. She passed away from cancer a few years back and left a hole in our kinder when she was gone. We have a bench in our garden with her memorial plaque so everyone can always sit down with her. Doing this song always makes me smile because I imagine her singing it right along with us.
This song was once regularly played by a former colleague of mine who helped me through my first years teaching 3yo kinder. She passed from cancer a few years ago but everytime the butterfly to caterpillar song plays I hear her singing it along.

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Sound & movement experience: We're going on a Bear Hunt!

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Sound & movement experience: We're going on a Bear Hunt!

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This is one of my favourite stories to read and sing with the children. I thought I would adjust this idea to an outdoors hunt as an extension of Assigntment 2.

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This is actually one of my favourite songs to play with children as it's so interactive and they get excited with the build-up to finding the bear. 

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Sound & Movement experience: We're going on a Bear Hunt!

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Sound & Movement experience: We're going on a Bear Hunt!

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When playing this song I always do all the actions with the children.

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Sound & Movement experience: We're going on a Bear Hunt.

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Sound & Movement experience: We're going on a Bear Hunt.

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Summary: This is an experience that allows children to get in touch with nature by using the senses to build on a story.
While indoors at mat time I played the song 'We're going on a Bear Hunt.' This involves doing the actions in the song as the characters travel through different landscapes that make it challenging. Extending on this, I thought it would be a great way to connect to country and explore our own landscapes. The different textures on the ground, in the trees, in the cubby, in stacked up areas. The children could also explore the different sounds they heard outdoors, trees swaying, digging in the sandpit, kitchen in the cubby kitchen or the bikes zooming past on the gravel paths.

Rationale: I connected this experience to assignment 2 through the sensations of country felt on the walk. Singing the song helped to shape the idea by talking about the different landscapes in the book. Using this same technique, I was able to extend this idea to the outside and allow the children to source their own learning by searching for the different parts (or textures) of country within the outdoor environment.

Theoretical Perspectives: The Didirrii video (Ungunmerr-Baumann 2002) captured my attention from the very beginning. Hearing the sounds of country and the importance of slowing down to appreciate them was something I felt a strong connection to. I could also see the association to 'Listen' (Schafer, 2009) and the soundscape that embodied the sounds of nature that you couldn't appreciate if you weren't slowing down to focus.

Reflection: This is an experience that I personally feel very connected with. Nature is something that I love and that gives me inner peace. Showing these simple things to children is all it takes as their minds are vast with creativity. I have done this experience before over the years in different formats, each with a unique outcome. This time with the children still new to the environment, I am able to just identify things for them to admire. Later in the year, I will try this again when they are more settled and able to focus more clearly.

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Movement & Dance experience: Animal Twist

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Movement & Dance experience: Animal Twist

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Summary: This experience is a very simple but effective activity. The children all stand up ready on the mat to dance and move like the animals in the song 'Animal Twist'.

Rationale: This song is one of my favourites to get children active and engaged in group time. There are many different animals in the song that allows for the body to move in various ways that can be simple but also challenging. This experience links in with Assignment 2 as children explore what they know about their world and express themselves in the form (or animal) they like.

Theoretical Perspectives: Again as stated in my explanation in the Butterfly to Caterpillar song, this experience is a form of language for children in understanding their world (Baker & Hamilton, 2015). They interpret each animal in their own way and express themselves through dance and movement.

Reflection: Every year I have sung and danced to this song with the children in my classes. I did this song in my first session this year and they jumped right into it. This song allows children to express themselves in numerous ways. They can copy the actions of the animals or even make actions for themselves. A child will often do a new action to an animal that I will then ask everyone to have a go at together.

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Singing and doing actions to the different animals.

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Movement & dance experience: Animal Twist

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Movement & dance experience: Animal Twist

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Roy, D, Baker, W & Hamilton, A 2015, ‘What are the Arts and what do they “do”?’, Teaching the arts: early childhood and primary education, 2nd edn, Cambridge University Press, Port Melbourne, VIC, pp. 11–13.

ISBN: 9781107433670

Jessica Kilby Doctor of Philosophy (PhD)(2017).The Parallaxis: a game of walking between worlds, Referenced from https://researchrepository.rmit.edu.au/esploro/outputs/doctoral/The-Parallaxis-a-game-of-walking-between-worlds/9921863776001341

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.

R Murray Schafer, 2009. Listen. National Film Board of Canada. Referenced from
https://www.nfb.ca/film/listen/