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Objective: To explore and identify the natural sounds

Materials:

Pencil

Paper

Instructions:

1. I will explain the activity, I will state that the objective is to listen and identify various sounds at the lake while using their imagination.

2. I will prompt them to close their eyes and listen to their surroundings while listening for sounds such as wind, branches swaying, ducks quacking and birds chirping.

3. Once they are done listening, they will be encouraged to draw down what caught their interest the most. At the end, we will discuss and recap the various sounds and explore how each is unique to the lake.

Outcome 4: Children are confident and involved learners.

"Children transfer and adapt what they have learned from one context to another" (ACECQA, 2022, p.55)

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What went as expected?

Due to having no children who could participate in these activities, my dad participated instead.

The adult present in the video was able to successfully identify the present elements/sounds at the lake. He focused on the branches swaying and the ducks quacking, he stated that out of all the sounds, those were the ones that intrigued him the most. He used his imagination and creatively drew down the branches with ducks present underneath them. He was enthusiastic, curious and creative during his participation.

What did not go as expected?

From my observation, I found that the activity went smoothly. The adult in the video successfully used his imagination and committed to trying his best while participating.

What might you do differently next time?

I would provide visual representation of the elements present at the lake when running this activity with children. I can further extend their knowledge by providing a large poster for the children to collaboratively work on together. They can draw on the paper the sounds that they hear at the lake and then create a story from the elements that they have drawn.

How might you use this growth in your future practice of early childhood education?

Connecting to Victor Wooten's ideas in "Music as a Language" he highlights the importance of music as a means of communication and expression of emotions (TED-Ed, 2012). As an educator, I would implement music and natural environments into my teaching as a combination. This can be done by developing activities that are rooted in emotion and communication, providing children with the opportunity to choreograph their own piece of music with instruments outdoors. This type of activity can allow them to use their imagination and curiosity while expressing their emotions. Play in nature with a mixture of music can greatly enhance children's brain development, social skills, and emotional and physical well-being and foster a healthy relationship for children in the natural environment (Wilson, R., 2018).

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(Illinois State Board of Education , 2013)

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Objective: To imitate the elements at the lake using movement.

Instructions:

1. The children will be given instructions on how they will imitate the elements present at the lake.

2. To ease them into the activity, I will start by asking questions about the elements of the environment.

Trees: How do the branches sway? They could sway their arms and bodies from side to side. I will encourage them to glide around smoothly.

3. They will start by squatting on the group and slowly raise as if they are a tree that i growing.

4. They will slowly start stretching out their arms, then their fingertips and begin swaying lightly as if there is wind around them.

Outcome 3: Children have a strong sense of wellbeing

"Children become strong in their physical learning and mental wellbeing" (ACECQA, 2022, p.47).

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What went as expected?

The adult in this activity showed enthusiasm while participating. I observed him putting effort into illustrating how a tree would start as a small seed in the ground and blossom. This demonstrated his mobility and gross motor skills while performing the activity. He stated that he felt as if he was "one with nature" which demonstrated that he was able to connect with the natural elements at the lake.

What did not go as expected?

From my observation, I found that at the beginning he struggled to portray the element in movement. This could have been due to limited experience in participating in activities that require full-body movement.

What might you do differently next time?

I would provide more time for the participant to explore the environment, and guide them through the various elements present at the lake. I would demonstrate simpler ways they can imitate the tree or other elements. Allow them to experiment with other movements by using their imagination rather than being restricted to one option.

How might you use this growth in your future practice of early childhood education?

The source Dadirri highlights that it is important for children to learn deep listening as it can develop their connection within their environments (MiriamRoseFoundation., 2017). As an educator, I would incorporate activities that would consist of quiet time, where children can observe their surroundings and draw what they feel, which offers children the opportunity to express and understand their emotions in the form of art. This can greatly enhance children's emotional development, communication skills and cognitive skills, as children create their art and discuss the emotions that influenced their drawings (Menzer, M 2015).

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Objective: To imitate sounds and movements inspired by the environment of the lake.

Instructions:

1. I will begin by explaining the activity, they will use their imagination to act out different movements and sounds they observe at the lake.

2. They will put on a little performance and act out what they hear and see, such as ducks quacking, birds flying and branches swaying.

3. At the end, we will reflect on which elements they choose to perform and why.

Outcome 4: Children are confident and involved learners.

"Children develop a growth mindset and learning disposition such as curiosity, cooperation, creativity, commitment, enthusiasm, persistence, imagination and reflectivity" (ACECQA, 2022, p.51).

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What went as expected?

The adult participating in this activity used his imagination and creativity to create a dance inspired by the elements at the lake. He first observed the elements at the lake and choreographed his dance. He started his performance by swaying his body and arms around as if he were branches attached to a tree. Then he flapped his arms up and down smoothly as if he were a bird flying. He was curious and enthusiastic while he "engaged in creative experiences such as art, dance

and drama" (ACECQA, 2022, p.51).

What did not go as expected?

From my observations, I found that the adult engaged and completed the activity to his best ability. He understood the instructions and demonstrated his knowledge during his participation.

What might you do differently next time?

I would like to attempt this activity with a group of children rather than one person. I believe that children's representation of the elements at the lake would be a unique experience to see, as children are curious and imaginative individuals.

How might you use this growth in your future practice of early childhood education?

"Listen" by Murray Schafer concepts highlights the importance of listening and the impact sound can have on a person's life (Canada, 2009). As an educator, I would look at enhancing children's experiences during their learning. A way I can do this is by incorporating sound effects during storytime. This can enhance children's experience and help them to visualise the story, as well as help improve their memory. Storytelling is crucial in the early years as it can help to develop their vocabulary, communication skills and visualisation.

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Overall reflection addressing: How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?

Music:

Throughout this unit, I have learnt that music is not limited to just a form of entertainment but that music can help people to express their emotions, connect different cultures/backgrounds with one another, and also foster cognitive development.

Movement:

I have learnt that movement is not just a form of exercise but a form of expression. The incorporation of movement into learning can help to develop children's motor skills, memorisation and concentration.

Drama:

I have learnt that the incorporation of drama in education can help children to express their creativity and imagination. Drama such as storytelling, plays and performances can enhance children's cognitive development, self-esteem, communication and social development.

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ACECQA. (2016, August 3). Exploring and connecting with nature. The Spoke – Early Childhood Australia’s Blog. https://thespoke.earlychildhoodaustralia.org.au/exploring-connecting-nature/

ACECQA. (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

Canada, N. F. B. of. (2009). Listen. Www.nfb.ca. https://www.nfb.ca/film/listen/

Illinois State Board of Education . (2013, September 5). Out and About with Preschoolers: Dancing on the Sidewalk | Illinois Early Learning Project. Illinois Early Learning Project. https://illinoisearlylearning.org/tipsheets/outdoor-dance/

Living on Earth. (2020, May 29). Outdoor Learning Safer in the Pandemic. Living on Earth; World Media Foundation. https://www.loe.org/shows/segments.html?programID=20-P13-00022&segmentID=3

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

(Menzer, M 2015). The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation. https://www.researchgate.net/publication/304498444_The_Arts_in_Early_Childhood_Social_and_Emotional_Benefits_of_Arts_Participation

TED-Ed. (2012). Music as a language - Victor Wooten [YouTube Video]. In YouTube. https://www.youtube.com/watch?v=3yRMbH36HRE&ab_channel=TED-Ed

Wilson, R. (2018). Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments (3rd ed.). Routledge. https://doi.org/10.4324/9781315148533