# data[].attributes.body
Combining sound and movement – Can you dance like a kangaroo?

Movement and sound – Dancing and sound together.

Aim – This activity aims for children to experience traditional aboriginal dancing through movement, music, and nature.

Preparation – open space, YouTube, and branches.

Summary of teaching experience,

This activity is simple, it allows children to experience aspects of the last two activities in one activity. This activity exposes children to traditional aboriginal dancing, through the sound and visual that is provided through a video experience. This activity takes place in an open area, so children can move and interpret this dance and sound in their own creative ways. They may move as they please and use the gum tree branches to further enhance their experiences.

# data[].attributes.body
Movement – Using artefacts from the place thought walk such as fallen gum tree branches to enhance dancing and – Can we move like trees?

Aim – For children to incorporate natural artefacts into drama dancing, connecting them to place and art.

Preparation – outdoor area, fallen branches collected from the park attended in assessment 2 from paraylaxis game. The activity is simple

Summary of teaching experience,

This activity is for children to use movement with natural aspects of nature to move dramatically and feel dance whilst also connecting to place. Continuing from assessment 2, whilst on this place thought walk and experiencing the environment, I noticed that there were multiple fallen gum tree branches, big and small. For this activity these could be incorporated into dance and movement to drama whilst the children hold them in their hands, as they dance. I think it is the beauty that they can dance in their most pure and authentic form, although there won’t be any actual music in this activity is it a way for children to dance and almost look like the tree’s as they flow in the wind. The tree’s blowing in the wind really stood out for me in the assessment 2 experience. Free flowing from side to side, waving their arms as if they are almost being taken by the wind is how children should feel movement and dance through this teaching experience.

# data[].attributes.headline
What Do The Traditional Owners of the Land Sound Like? 

# data[].attributes.subject
What Do The Traditional Owners of the Land Sound Like? 

# data[].attributes.body
Sound – listening, playing traditional aboriginal instruments “what do the traditional owners of the land sound like?”

Aim – For children to be able connect the art of music and sound to the traditional owners of the land

Preparation – quiet, large area for all children to sit in with space, A3 piece of paper, YouTube ready of device.

Summary

-       The kids will already be aware of the who the traditional owners of the land are, due to doing an acknowledgement of country every morning.

-       Ask children to come and sit down in a quiet darkened space once everyone has sat down begin to talk about the traditional owners of this place. Asking questions such as who are they? Who are the traditional owners of this place? What is this place that we are on? Where are we?

-       Once the children are understanding the concept of this microteaching activity and the general theme, it’s time to play the video from YouTube, which is purely sound and traditional music from the traditional owners of the land.

-       Encourage the children involved to close their eyes and be in the moment to feel every sound that is happening in the video.

-       In finishing this activity discuss that these sounds come from the land in which we learn and live on. The sounds that come from the traditional owners of the land that we share the land with.

# data[].attributes.attachment_link.title
Australian Aboriginal Music: Song with Didgeridoo

# data[].attributes.body
The concepts of this unit have changed my perspectives on dramatic arts in early childhood education. I used to think of it as simple activities such as just playing music and dancing with the children; however, this unit has defined a much deeper meaning in these simple moments. It has highlighted concepts of expression and the importance of these concepts in learning.

During my on-country visit, the natural aspect of nature became a large part of my creative experience and defined my experience. Through my experience I thought of how the traditional owners of the land would’ve interpreted the land I was standing on into art, in its different concepts. Therefore, throughout these activities I found it was important to incorporate aspects of aboriginal culture into these dramatical activities due to the connectedness I felt during my on country visit.

The beauty of microteaching that I found during this planning experience is that they are almost spontaneous activities but have intention. I believe having that aiding concept such as a YouTube video to further in the learning experience is simple yet effective in the classroom and is something I will be implementing as a future teacher.

Unfortunately, the children that I participated in these activities with, I was not allowed to take photos of them and didn't find this information out until after, but I believe the visual experience was enough to see the learning experiences were working and effective. I ran these activities with one child who was a 2-year-old, and he thoroughly enjoyed the different sounds and movements being displayed. He took moments throughout each activity to just sit and listen or just be in the moment and I feel like this connected to concepts of assessment 1, where we as humans just need to sit and listen sometimes.

The artefacts I used I found on youtube and thought deeply related to the teaching conepts