# data[].attributes.body
Hanna, W 2017, The Children's Music Studio : A Reggio-Inspired Approach, Oxford University Press, Oxford, viewed 14 March 2023, <https://ebookcentral.proquest.com/lib/vu/detail.action?docID=4747980#>.

Pacini-Ketchabaw, V, Kind, S, & Kocher, LLM 2016, Encounters with Materials in Early Childhood Education, Taylor & Francis Group, London.

Ungunmerr, Miriam-Rose 1988, ‘Dadirri: Inner Deep Listening and Quiet Still Awareness’, Miriam Rose Foundation, weblog post, viewed 13 March 2023, <https://www.miriamrosefoundation.org.au/dadirri/>.

# data[].attributes.body
To sum up this padlet, we have discussed an inquiry to art with assemblage as the main concept. Art interferes many aspects in our lives, in our daily activities, which means this particular event also occurs since humans are in their early years. Art knows no age, and art does not know boundaries. You go beyond the limit to provoke new insights.

The idea of art itself is not merely the expensive materials, the indifferent work, or even the aesthetic outcome. But the process is what gives meanings to these artefacts. Children should be exposed to arts with different lenses. We do not put them in a box and we do not limit their creativity based on our own knowledge. We should not assume they do not know what they are doing. Often times, it's the opposite. We are the ones who learn from them. These young learners are not necessarily explore to a certain originated purpose of one specific object. They are capable to invent new things through art.

Last but not least, one thing that these artefacts have in common is assemblage. Utilising all of our sense as a response of art. To feel and to listen. Assemblage creates a special momentum when all things are gathered, supporting one another.

# data[].attributes.body
This artefact is centred on exploring art in with the concept ecologies. Pacini-Ketchabaw, Kind and Kocher (2016, pp. 62-72) suggests us to create new emergences with clay. While I was making something with play-doh as an alternative of clay, I was also imagining as if I was playing around with the muddy-clay. Clay is made out of water and soil. As I was exploring the "clay" indoor, I was being present with myself and I felt calm, relaxed and peace while making it. This experience displays the meaning of attachment, mentioned by Pacini-Ketchabaw, Kind and Kocher (2016, pp. 62-72) that attachment in this clay art is an event, a momentum.

# data[].attributes.body
Clay reminds us that every time we create, make, construct a new piece, the clay gives a new meaning. Clay is no different to painting, music and drawing. The shape we make from clay expressed who we are as an artist. We are assembled and sculpted with clay in our hands and the environment. We adapt to our environment for us to convey different meanings.

# data[].attributes.body
Young learners will be able to explore art with clay in outdoor setting. This experience promotes not just their creativity, but also their connection with the environment. These young learners will get to try new things while listening to the wind, birds chirping, vehicles passing and the peers laughing. Assemblage will the occur as this experience is on progress.

# data[].attributes.body
In this part, we will talk about how light is an art language. Hanna (2017, pp 37-49) interrelated with papers, music, living creatures such as plants, fruits and drawing. I have observed the natural light outside the window next to my dining table as it surpasses the window and reached out to me. The light on top of me reflected a shadow of me. The plant I took picture of, looked very alive and bright with the sun's ray of light touched the palm of leaves.

Light enables me to explore my surroundings and think with the light. It calls the human and non-human bodies for attention.

# data[].attributes.body
How is light related to arts? Light plays a big role in arts. Without arts, you won't be able to see colours and without lights, you won't be able to provide meanings in arts. For instance, when I grabbed my guitar and play a song during day light and during sunset. Playing guitar during sunset has a great influence as I would romanticise the moment. The light alters the shades and colours of the sky. All of these elements are assembled into one to bring meanings. With lights, rainbows and auroras are created. Light has the ability to influence our emotions, and that is art.

# data[].attributes.body
Children will be able to access different kind of lights in their classroom, whether it's indoor or outdoor. They will be exposed natural sun's light, LED lights, star lights, deemed lights, flashlight (under supervision) and so on. During play time, songs will be played and I will let the children explore and wonder how are there different level of brightness of light, how these lights affect them emotionally, and how will they adjust to light with their vision.

# data[].attributes.body
For this artefact, I used recycled materials (boxes, a book and a toilet paper roller) as an alternative of "blocks".  According to Pacini-Ketchabaw, Kind and Kocher (2016, pp. 73-86), the concept of blocks is time. Blocks have a history and it goes the same with time. In addition to the block events, time does not pass.

With blocks, time keeps going on and on actively. Time and blocks display have things in common, they inherit element of surprise and unpredictability.

# data[].attributes.body
Based on the photo above, I was a bit struggling with what I should create with the objects, besides thinking of building the usual house or castle. But then I realised, I have stacked the objects on top of one another and it became a building. It almost looks like the toilet paper's roller is pictured as a chimney. I became the builder of this building and it took me about 10 minutes. If I move one of the objects, the building may change in its look or even its function.

When I keep rearranging or reconstruct the recycled boxes, I was initially playing with time. I could keep going if I wanted to construct the objects into something else until the sun rises up again. However, how much energy and intensity do I need to keep reassembling these "blocks"? Time may limit our creativity and ideas as we may face the "running-out-time" phase that affect our psychology and mind.

There is a true assemblage between different materials while playing blocks which defines what art is. Us is one of the materials, the blocks, as well as the time. There is movement required in order to construct meaning from the experience.

# data[].attributes.body
In Early Childhood Setting, I would love the children to explore blocks or legos for them to construct new meanings and understandings from the experience. I would also set a 15 minutes timer and see what these young learners can build. They will not just play with blocks, but also with time. It will involve indeed surprises and newness. How will they interact with other things set in motion? How do they improve their problem solving skills? How do they make meaning of art through constructing blocks?

# data[].attributes.body
In this section, I will talk about music. Music is a form of art. Hanna (2017, pp. 37-49) proposes the idea of music as one's current interest and broader musical concepts or intellectual levels. Pacini-Ketchabaw, Kind and Kocher (2016, pp. 52-61) believe that music assembles one material with other materials. Music assembles and construct sounds or noises into one sequence. I did an experiment of creating music by using a cup of glass and a pen. I used the items that are right in front of my sight. I tried hitting the glass starting form the top, to the side and to the bottom. They all created different notes, sounds and pitches. They went from a loud noise to being quiet. Also, one will have a higher pitch than the other.

# data[].attributes.body
We have discussed about movement before, and movement is also not a stranger to music. Movement carries different rhythm and intensity. If I hit the glass with a high intensity, or more power, the glass will then create a really loud noise. If I hit the glass more frequent, the glass will then create different rhythm that depends on how strong or weak the element is.

What if I put water inside the class? Will it change the note? What if I put the glass in a box? Will the volume of the noise change? Music produces so much wonder in me personally. This is what music is to me, it is when I can create sounds from objects around me.

This includes using my hands to clap, my feet to stomp and then I am able to create the desired beat. Art is everywhere, it is anywhere. You can invent art as a result of your feelings. Art can be expressed through music.

# data[].attributes.body
With a close supervision, I would love the young children to experiment music with not "ready-to-use" music instruments. I would love them to make noises, sounds from the things they grab and hold. There will be a moment where silence and quietness is a music to our ears as well.

This is what I want to teach the children in Early Childhood Curriculum as Miriam Rose-Ungunmerr (1988) suggests quietness brings peace and that it brings new understandings. Music assembles human and non-human bodies together just like paint.

Through music, we become one with those around us (the trees, the land, the rain etc).

# data[].attributes.body
Pacini-Ketchabaw, Kind and Kocher (2016, pp. 30-40) talks about the relationship between paper and movement, which is a very interesting topic. At first, I would not have thought there is a correlation between paper and movement. The writers believe that everything moves with different rhythm and intensity. Paper has different meanings, such as when it's just "empty" or "blank" compared to when it's filled with colours, drawings or paintings. In the photos above showed the work I did to the paper.

At first, I was not sure of what I needed to do with a piece of blank paper. I was thinking of making a bouquet wrap out of the papers, but then I thought something else with an additional material to compliment the art work, which is a pencil. Then, my imagination started to be getting new ideas of animals and saw the triangle shapes the "ears" and the trapezoid part as the "face".

This experiment has led me into creating something I first did not think of, into something that I am proud of.

# data[].attributes.body
My experiment with paper started with no specific goal or purpose, yet I wanted to do or make something with paper intentionally. As I kept on drawing an animal like I have mentioned before, I thought of the shapers of the papers, for 1 shape (Rectangular), I altered the papers into 2 shapes (Triangle & Trapezoid). This is very interesting! There is differently multiple movements involved in this action.

For instance, folding the paper into left and right or up and down. My hands, eyes and head were moving along the process as well, and the circular movement needed to draw the eyes. Art is not merely what you can see through your eyes, but also what you feel about the art. For me, the outcome may look simple if I compare to a professional drawing pictured in my head. But, that is not it. Paper speaks to me about the beauty in simplicity through the right lens.

# data[].attributes.body
When I plan to make an activity with a paper in early childhood setting, I would pick recycled papers and papers with different colours to allow the children explore and think through the papers. We do not assume they exactly know what to do, but I would help them digging into their creative imaginations with a purpose correlating between papers and movement.

For example, "What can we do with these papers in front of us? Can we cut them? Can we squeeze them? Tear them apart? Draw on them? Roll them over?". In addition, children is free to express themselves and pour out their ideas onto the papers.

# data[].attributes.body
In this padlet, I will be discussing about the importance of Art in early childhood education and why it is essential.

Art is something that we encounter everyday in our lives and we simply encounter arts since we were little. I remember where I was a toddler, I would pretend play with a bowl and a spoon making noises out of it, even though my brother was not happy with how loud it was and it was not the right use of the kitchen utensils.

We often find and utilise items based on their designated purposes, which can lead to a limitation of creativity. Art is not based on what is right or wrong. I believe it is not the content that we are looking for, but the effect art has towards the artist and its surroundings. Art conveys meanings that we might not understand instantly, as it first teaches us the process of creating the art itself.

Art exists for everyone and it does not know age. You may be picturing drawings, paintings, or photography when you first hear "Art". These things are one of it, but art is beyond that. How does hearing the wind brushing through your hair make a meaning to you? How does hearing help you to listen deeply? How does a paper help you to create things from the non-existing to exist? How do these experiences affect you emotionally, physically, cognitively and psychologically?

Do these reasonings have the same affect or outcome towards the children, as much as towards an adult? In this padlet, we will dig the ideas deeper.

# data[].attributes.body
Paint is one of the artefacts that allows me to be as messy as you want, yet it will end up beautiful. According to Pacini-Ketchabaw, Kind and Kocher (2016, pp. 52-61), assemblage is the concept of paint. Paint assembles human with non-human bodies and became assemblage itself.

Paint also allows you to improvise with movements, inventions and creations. Just like on the photo above, you can see I tried to paint with a dried-up hydrangea and my own fingers. I wanted to use brush, but I wanted to go beyond and deliberately thinking outside the box. I looked around my house, see what I could use. It took me a while to find the alternatives of brush.

In fact, I was letting myself to be assembled with not just paint, but also nature and the paper. Additionally, without movement being involved in the painting, there would no art happening.

# data[].attributes.body
Paint invites me to create something with a foundation of "just do it". I would look around to find an inspiration before I paint. I took out different colours paint and decided mix and blend the pink and blue. The paper then started to unfold a new masterpiece that keeps getting unfolded as you keep going with the painting, as if it never ends. I then noticed that I did not just pain the paper. The petals of the Hydrangeas was also coloured.

The painting experience has indeed affected my feelings, where I felt joyful seeing the things I love assembled together impulsively. Art brings you comfort, ease and speaks about one individual's uniqueness.

# data[].attributes.body
If I was bringing painting into early childhood curriculum, I would let the children choose their own colours and we paint based on what we see, how we feel and why we paint the way we please. The children will also be asked to grab any 2 items or tools that they find from the outdoor area and use the items to paint. This activity will not just generate their imaginary creativity and sensory motor skills. It is about creating art as alive as they are, an art that speaks about them and to them.