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Acknowledgement of country

https://youtu.be/QokRcP1_yvI

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Completing my second assessment, which involved a country walk, highlighted our deep connection to nature and its crucial role in our well-being and holistic development. This reflection has reinforced the importance of integrating outdoor experiences for both children and adults. As I work on my third assessment, I am excited to apply these insights with the children I work with, aged 5 to 13. I have observed notable changes in their behavior when outdoors compared to indoors, with physical activity significantly enhancing their social and emotional well-being.

I planned activities incorporating language, sound, movement, and drama for the children. I first discussed the plan with my coordinator and informed the other educators to ensure they would not disrupt the children's activities. When the children arrived, I introduced a video with nature sounds. While most were eager and attentive, I made it clear that participation was optional. Those who chose not to join could explore other activities or engage in free play.

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Experience 1. Sound (Mimicking the nature sound) 

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Experience 1. Sound (Mimicking the nature sound) 

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For my first experience, I focused on sound.

Normally, during roll call, the children respond with "I am here," but instead, I invited them to mimic a sound they heard in the video. The children were excited and eagerly waited for their turn. After our Acknowledgment of Country, I began calling their names.

It was fascinating to see that each child remembered different sounds from the video. Some made bird sounds, like the kookaburra, while others copied the sound of ocean waves or water sprinklers. A few mentioned hearing children laughing and crickets chirping—sounds I hadn’t noticed myself. At one point, they said they saw a butterfly in the video and started making fluttering sounds, which was lovely to see.

The children were fully immersed in the activity, exploring something new. It was interesting to observe how some mimicked the sounds loudly, while others chose to do so softly, slowly, or quickly.

In the future, I plan to include more visual and tactile learning experiences to address various learning styles, such as sensory, visual, and group activities. For example, I could have children draw or act out the sounds they hear, catering to different learning needs and allowing them to express themselves in their preferred way. Additionally, I could enhance the activity by incorporating storytelling, where each child contributes a sound to create a collective story. For example, by starting with a setting like "We are in a rainforest," children could add sounds such as birds chirping, water flowing, or wind blowing. This approach would encourage imagination and creativity while linking the sounds to a meaningful context.

As I get ready to become a pre-service teacher, I will align this activity with broader curriculum goals, such as learning about the environment and animals. I will link the sounds to lessons about nature to help children explore the world around them. For unsure children, I will dem the sounds myself and, as they gain confidence, encourage them to take a more active role. Inspired by Victor's video on Foley Art (Zupanc, 2020), I plan to create activities that combine sound and storytelling, such as going on a bear hunt. For example, we could crunch dead leaves, pretend to be animals, mimic car sounds, or rustle like trees.

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 Experience# 2-Movement (Scavenger Hunt) 

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 Experience# 2-Movement (Scavenger Hunt) 

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For my second experience, which focused on movement, I organized a scavenger hunt in our YAKAI BARRING (Indigenous Garden) at the center. I included this activity in our Wednesday program planning and created a scavenger hunt list with pictures to make it easier for children aged 5-13, especially those who are still learning to read. The children were thrilled and spent a lot of time outdoors. The scavenger hunt encouraged them to run, solve problems, and develop both fine and gross motor skills. For example, they climbed trees, used their fingers to find items, and engaged in risky play. This activity involved constant movement and provided a dynamic, engaging experience.

Observation from the Activity

On Wednesday, I took the children to Yakkai Barring for a scavenger hunt, and they loved exploring and learning about native plants and so on. It was fantastic to see their excitement, and as always, the visit greatly contributed to their well-being. Spring made nature even more vibrant, with colourful surroundings and birds singing, creating a cheerful atmosphere. The children’s laughter and giggles only added to the joy of the day.

I noticed one child pointing out a plant while another was reading about it, and older children were helping the younger ones. Some children were climbing, while others were collecting flowers and pebbles, which supported their physical development. It was clear that the activity fostered the development of physical skills, problem-solving abilities, and social interaction. The children demonstrated both fine and gross motor skills during climbing and searching, and their teamwork highlighted the importance of collaboration.

As I work toward becoming a pre-service teacher, I see an opportunity to improve by incorporating more structured group activities that encourage teamwork and communication. Reflecting on how movement plays a significant role in children's lives, I plan to integrate movement-based activities in the future. For example, we could sing songs that involve movement or dance, or we could visit natural spaces where the children can watch visual stories and imitate the movements they see. This approach would help engage children both physically and creatively. At the same time, I will remain mindful of not judging children based on their age, focusing instead on their abilities and ensuring inclusivity. I will continue to draw inspiration from inclusive approaches like Brazil's Ballet for the Blind (Wise, 2015), which emphasizes touch and movement, to design engaging and supportive activities that cater to diverse needs and enhance a variety of skills.

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Experience #3 Drama (Musical Statues with a Twist) 

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Experience #3 Drama (Musical Statues with a Twist) 

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For my third experience on Thursday, I planned a musical statues game for our 5:30 activity, but with a twist. Instead of just stopping when the music stops, we incorporated natural and animal sounds. The children had to act out what they heard and, when the sound stopped, strike a pose representing the last sound they heard. It was fascinating to see how the children responded — some acted like birds, others mimicked the flow of water, and a few pretended to be cows eating grass, while some walked like emus. The kids absolutely loved it!

The game combined music, sounds, movement, and finished off with a drama. Even after the game ended, the children stayed in character, pretending to be TV reporters interviewing others about their experience in the game. Watching the children engage so deeply made me think about how I could develop this activity into a stage drama that includes both music and movement.

The silent storytelling video (Mime, 2015), which demonstrated how drama alone can convey a story, deeply resonated with me. It inspired me to include this approach in my future teaching plans. I intend to use art and drama to help children act out stories like "The Very Hungry Caterpillar" without words. As I work towards becoming a pre-service teacher, I also plan to integrate storytelling and drama with books like "Going on a Bear Hunt," aiming to make learning both engaging and creative

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These experiences, along with the insights from the unit, have highlighted the value of designing dynamic, multifaceted learning environments that support children's physical, emotional, and social growth. As I work towards becoming a pre-service teacher, I intend to integrate nature, sound, movement, and drama into inclusive activities that align with curriculum goals, fostering creativity and holistic development in all children. This journey has deepened my understanding of how music, movement, and drama are interconnected and how they contribute to children's social, creative, and overall well-being.

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-Northwestern University. (2008, December 12). Silent storytelling: The art of mime. https://www.youtube.com/watch?v=LDN0fxGByko

-Wise Channel. (2015, January 3). Brazil's Ballet for the Blind [Video]. Learning World, Season 5, Episode 37. https://www.youtube.com/watch?v=32O9ZGmqfIQ

-Zupanc, V. (2020, May 2). Learn how to create Foley art. Children’s Theatre Company. https://www.youtube.com/watch?v=slBnlicFEA4