# data[].attributes.body
My goal for this experience is to further the children's knowledge about birds- mainly the movement of flying .

Im not sure if the children will take to this experience or use the materials in another way. I have a very mixed aged group ( 5 months to almost 2 years )

i think the older children will get the idea, but if all else fails, the materials will be fun to use

# data[].attributes.attachment_caption
What is this?                                                               how do we fly?          

# data[].attributes.body
Summary

We started off with a pile of beautiful soft materials. I had introduced the children to the material earlier in the day, so they could explore it, and I showed what the martial could do. I showed them how to wave it, move it and hide under it. I wanted to show the children some of the properties a piece of material can be, as I have young children (most are between 9 months and 15 months old), and I wanted to start that connection that things are always as they seem. We took the material outside and I role modelled using the materials as wings(holding the material in both hands, behind my back, arms outstretched) The children watched me in awe as I ran around the yard. I encouraged them to hold the material and run/move. They were a little unsure, so I changed it up, and held the material in my fist, and used my fist as the bird, with the material hanging each side as a wing. I made a bird noise as I ran around. A couple of the children held the material and moved their arm like a bird.  Elias was watching me, and I could see he was having trouble holding it, so I gently tied it around his wrists. He then walked around moving his arms, looking at the movements, and begun to make a connection to the birds, saying Arrh Arrh.

Links to the EYLF

OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY

Children feel safe, secure and supported

Children develop their emerging autonomy, inter-dependence, resilience and agency

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD  Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens

# data[].attributes.attachment_caption
Arhh Arhh . We're birds flying around the yard 

# data[].attributes.body
I have chosen to do an activity on birds, as my children have an interest in them. They can make a bird call, know they live in a tree, so I wanted to introduce the idea of flying and gliding to them. This connects to my visit as I was mesmerised by the birds I could hear and see during the visit. Thinking of Movement in the wild : Nature as a dance partner (Movement in the Wild: Nature as Dance Partner - the Earth body Institute, 2017),  I want to encourage and awaken this idea in my young children. I want them to be able to fly like a bird ( on land) , dance in the rain, be in awe of the rainbow  and talk to the trees.  This also connects with parts of  The Atelier – the school without walls- the you tube clip we watched. The quote” the children share a relationship with nature which is authentic and diverse “really hit home with me. I feel like this quote sums up what I’m trying to teach with my experience.  Parts of the Reggio Emilia approach I really like, but I feel like their needs to be more on the outdoors program, so I have adapted parts to suit the outdoors program.

# data[].attributes.body
This experience went ok. The children were more into using the material to hide under and play peek-a-boo. We have continued to use the material this week, exploring what we can do with it, which is movement in itself. We have made waves, made it float, made birds, seeds into flowers and so much more. I don’t know what I would change next time, except maybe starting with the material on their wrists, or on elastic. To extend the experience I would like to begin to learn the Lake Cowal Bird Dance(Lake Cowal Bird Dance - Uncle Winnie (Winata Puru), n.d.)

The children had the opportunity to connect to place through furthering their interest in the birds. I have noticed that the children now have started to associate flying with the birds too. And have a new found interest in the material and its uses.

# data[].attributes.body
I struggled to get photos and video of my experience, as I work in the nursery, and each time I tried to take a picture the children stopped what they where doing and tried to get the iPad.

My goal for this experience is for children to start to make connections that animals can make different noises, and begin to use their bodies to create sounds.

We were outside, enjoying the sun, when I started singing the song sleeping bunnies. But I changed the words to frogs. I made frog noises with my mouth, changing it up each time to different frog noises. After about ten versions, I used Spotify to look up and play Australian frog sounds. The children found it very funny and laughed a lot during this activity. During each sound I played/sung/made I encouraged the children to have a go at making the sounds. Some of the older children watched my mouth and tried to copy my sounds.

Links to the EYLF

OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD  Children develop a sense of connectedness to groups and communities and an understanding of their reciprocal rights and responsibilities as active and informed citizens.

OUTCOME 3: CHILDREN HAVE A STRONG SENSE OF WELLBEING Children become strong in their social, emotional and mental wellbeing

# data[].attributes.body
I chose frogs for this experience as when I did my visit, I felt like the frogs were an orchestra, playing an amazing and unique sound. I wanted to share the many sounds of that night with my children. This also connects with the curriculum in the room, as we are looking at identity, I want the children to know about the land we are on.  We had watched the sound effect guy the night before in class, (Learn How to Create Foley Art, n.d.), and it opened my mind to sounds and how we can recreate them.  I want children to be able to hear all the different sounds out there, and the joy in listening.  The deep listening video (Oliveros, 2015) inspired my choice too, as I want to plant the seed of  deep listening into the children’s experiences.  I want the children to be able to listen to different layers of sounds, music and words.  As  Victor Wooten(Wooten, 2013) says in his ted talk, we don’t have lessons to learn to talk, why not do the same with music, and surround ourselves with it.

# data[].attributes.body
The children really engaged with this experience and had lots of giggles at all the frog noises. It has started a new interest in frogs and sounds around them. We have started to explore different ways of making the noises, such as tapping word, body percussion and different ways of projecting our voices. What didn’t go as expected was that each time I tried to take some photos the children stopped and tried to get the iPad, meaning I didn’t get any pictures. I don’t know what I would change next time, as this experience worked well.

# data[].attributes.body
I could tell the story on Bunji, the creator, on an adventure. I could also further the children knowledge on light and shadow. - if they just want the torch, i could do a story using the plane from assignment 2. We could take the frogs on a ride around the room. - My children are a little young to just imagine with some prompts yet, so i could use the wooden plane and help to set the scene and tell a makeup story.

# data[].attributes.body
My goal for this experience was for the children to be begin to understand the idea of imaginative play/drama, and what it could be.

Using some frogs I found, and the material from the birds experience, I created a scene and role played the frogs talking to each other, using different voices to act out imaginative stories. The children loved this experience, and after I had role modelled the idea, the children used the frogs to tell their own stories in their own ways. I then added the plane into the story, and the children took great delight in flying around the room, taking the frogs on adventures as they went. The children are learning how to imagine and create their own stories, drama and make sense of the world around them.

link to the EYLF

OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS

Children develop a growth mindset and learning dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Children develop a range of learning and thinking skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating

Children transfer and adapt what they have learned from one context to another

# data[].attributes.body
I chose the plane and frogs for this drama experience as during my country visit, the plane shaped cloud and the noise of the frogs told a story to me.  The parallaxis ( The Parallaxis – a Game of Walking between Worlds, n.d.) website opened my thinking to a whole new world of drama. The little things that could lead anywhere in the universe with your imagination. Children notice the smallest things in the world and I want to encourage my children to explore, create and imagine.  I’m in a lucky spot, as a room leader in the babies’ room, I have the opportunities to plant all these little seeds of knowledge and watch them blossom as the children develop new skills and ideas.  The reading The Sage handbook of play and learning in early childhood (Brooker, 2014) supports my idea of imagination helping to co-regulate/ regulate a young person. Vygotsky’s ideas around the importance of imaginative play (drama) support my teachings in this area.

# data[].attributes.body
This experience didn’t go as planned the first time.  I was going to tell a story about Bunji using shadow, but the children weren’t interested and just wanted the torch. So I used our new interest in frogs and the plane from my visit to create a more hands on approach. I think it was a bit advanced for my age group. Next time I would have more frogs and planes as we are still learning to share in my room.

# data[].attributes.attachment_caption
 The ideas I now have from these experiences will further my knowledge and the children's as we learn together. 

# data[].attributes.headline
What I leaned from this experience and reflection

# data[].attributes.subject
What I leaned from this experience and reflection

# data[].attributes.body
Wow. There is so much more to music, movement and drama that I had never thought about. It's everywhere. All of the class readings and video have helped me think about how children perceive these temporal arts. I have noticed myself using deep listening a lot within my space and encouraging my peers and the children to too. I have learnt that music, movement and drama is everywhere, you just have to imagine it sometimes. I will use my new skills in my future teaching practices to encourage children to engage with their senses and take part in imaginative play to support not only their understanding of the world, but to create joy, regulate themselves and have fun. There is so much more I have learnt but I’m struggling to get it onto paper.

# data[].attributes.body
I used the reading  DADIRRI (MiriamRoseFoundation, 2017) to make myself aware of the Indigenous perspectives and gain insights into my experiences from a different point of view.  I think what I have set out and achieved from these experiences has helped the children form a closer connection to the land we live on, the stories it can tell, and the histories.

# data[].attributes.body
We are on Dja Dja Wurrung land. I would like to pay my respects to the Elders, past, present and emerging. I promise to continue to look after the land, waterways and skies as generations have before me. Hello Land, Hello sky, Hello me, Hello friends.

# data[].attributes.body
Australian Government Department of Education [AGDE]. (2022). Belonging, being and becoming: The Early Years Learning Framework for Australia (V2.0). https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Brooker, E. (2014). The Sage handbook of play and learning in early childhood. Sage Publications.

Lake Cowal Bird Dance - Uncle Winnie (Winata Puru). (n.d.). Www.youtube.com. Retrieved March 13, 2023, from https://www.youtube.com/watch?v=mVDh_Qev-yc

Learn how to create Foley art. (n.d.). Www.youtube.com. Retrieved March 10, 2023, from https://www.youtube.com/watch?v=slBnlicFEA4

MiriamRoseFoundation. (2017). DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. In YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

Movement in the Wild: Nature as Dance Partner - The Earthbody Institute. (2017, March 26). https://www.theearthbodyinstitute.com/2017/03/movement-in-the-wild-nature-as-dance-partner/

Oliveros, P. (2015). The Difference between Hearing and Listening | Pauline Oliveros | TEDxIndianapolis [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=_QHfOuRrJB8

The Atelier - The school without walls. (n.d.). Www.youtube.com. Retrieved June 6, 2022, 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/

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

# data[].attributes.body
I have copied and pasted the outcomes straight from the Early Years Learning Framework- Belonging, Being, Becoming the intext reference is here (Australian Government Department of Education [AGDE], 2022) as I didn't want to clog up my panels

# data[].attributes.body
This will be a new concept for the children. I think they will engage with the song and sounds, as music is a favorite activity in the room.

I will need to practice my frog sounds.

Does Spotify have Australian frog sounds- i checked and it does.

i wonder if they will copy me, or creste their own, or just laugh at me. We will see