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https://youtu.be/9gZCWw1_XcE?si=T73qwXcgyU4KAio7

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"Through the strom: the breve journey of Breeze the bird"

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"Through the strom: the breve journey of Breeze the bird"

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Here is my link for the creative response;

https://youtu.be/74UC7d4eOjM?si=LtAwWKv94waCdQKz

Transcript

Once upon a time, there was a bird named Breeze who loved to fly high in the sky, feeling the wind beneath her wings. One day, a storm suddenly approached, and the wind grew strong. Breeze's feathers became wet, so she quickly flew to a tall tree with a hollow to shelter from the rain.

As the storm raged, Breeze worried about her friends. She couldn’t stay inside, so she flew back out, guiding other birds to safety in trees and bushes. After the storm passed and the sky cleared, Breeze felt proud of her bravery.

From that day on, Breeze became a symbol of courage, showing that even in tough times, helping others makes a big difference. And as she soared through the sky, she sang a song:

"Though the storm may roar and cry,

I’ll spread my wings and soar on high.

Through the rain and through the night,

I’ll find my way and take to flight.”

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Through the Strom: The Breve Journey of Breeze the Bird

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My Analytical Response (include all languages like sound, movement, drama).

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My Analytical Response (include all languages like sound, movement, drama).

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During my visit to the creek after the rain, I experienced a rich sensory engagement with nature, which mirrored many of the themes Wilson (2018)) discusses regarding children’s creative play in natural environments (page 9). As I stood by the creek, the smells of damp earth and wet leaves lingered in the air, providing a refreshing connection to the earth. The trees surrounding the creek had enjoyed the rain, their leaves gently swaying with the soft breeze. The sound of water flowing, combined with the sound of birds call and the faint murmur of distant cars, created a dynamic soundscape that was both calming and energizing.

I also noticed children playing in the distance. Though I could not see them clearly, their laughter and shouts brought a sense of liveliness to the space, reminding me of the joy and freedom children experience when they interact with nature. The playful sounds of the children, despite being far off, felt like an integral part of the environment. I was aware of their presence, and yet, I didn’t feel disrupted by their sound. Instead, I felt that they contributed to the overall atmosphere of the place.

The soundscape was punctuated by the approach of footsteps on the gravel path. At first, they were faint but grew louder as someone drew closer. This moment of hearing footsteps—compared to the more distant sounds of children or birds—brought a change in my perception of space and attention. The footsteps grounded me, reminding me of the human presence within nature. I paused to focus on the sensory experience of those footsteps, contrasting it with the more organic sounds of the creek and the birds.

I watched a bird struggling to fly against the wind. It flapped its wings, rising and falling with the gusts, its flight dramatic and shaky, as if it were fighting an invisible force. The bird would move a little, then be blown back, trying again and again to stay in one spot. The drama of its struggle reminded me of the tension between freedom and resistance in nature. As I watched, I felt connected to the bird's effort, like I too was being carried by the wind, caught between the calmness and unpredictability of the world around me.

As per Oliveros (2015), she emphasizes the importance of not just hearing sounds, but actively listening to them. She mentioned listening requires a more intentional engagement with sound, a deeper awareness of the nuances and textures of the sounds we encounter (min 7.15). During my visit, I practiced this type of active listening, intentionally tuning into the different layers of sound: the gurgling of the creek, the chirping of birds, the distant hum of cars, and the approaching footsteps. Each sound had its own rhythm, tone, and volume, and I found myself distinguishing between background noise (the cars and children) and foreground sounds (the birds, the creek, and footsteps, rustling of the leaves).

In my experience of nature, the breeze rustling through the trees inspired me to mimic the movement of leaves with my hands, while also trying to imitate the graceful dance of birds flying in the sky. The shifting clouds above seemed to move in and out of view, adding to the flow of nature’s rhythm. This connection to movement is similar to the dancers in, Bowman (n.d.), video, where they all effortlessly make motions to mirror the natural world. The dancer’s body moves with such ease and intention, flowing from one position to the next, much like how I felt the environment influencing my own movements, creating a beautiful agreement between body and nature’s ever-changing dance.

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The physical sensations of the environment—cool moisture in the air, the feeling of wet grass underfoot, and the texture of the damp bark on the trees—added layers to my experience. The coolness of the air and the slight dampness made me feel present in the moment. I felt both grounded and free, connected to the earth through the textures and sounds of the creek and trees, yet at the same time, my imagination soared as I observed the clouds above, still heavy with the traces of rain, shifting slowly across the sky.

The experience brought a sense of peace and calm, but also a deeper connection to my childhood memories of playing outside. The distant laughter of children reminded me of how natural environments are places of exploration and imagination. Wilson (2018) emphasizes the importance of nature as a source of imaginative play for children, and I could feel how the environment sparked creativity in me, as I let my thoughts wander and create stories around the environment.

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In line with Wilson's (2018) ideas, I believe that fostering unstructured outdoor play in early childhood education is essential for children's development. One example of this type of play is children using sticks, leaves, and rocks to build imaginary structures, such as castles or secret hideouts, where they collaborate and communicate to create something meaningful. This type of creative play encourages problem-solving, teamwork, and the use of imagination. Another example is children playing a game of "nature detectives," where they explore the environment, listening for specific bird calls, tracking animal footprints, or identifying different types of leaves and trees. This activity not only develops their sensory awareness but also enhances their observational skills and curiosity about the natural world. By providing children with opportunities like these, we allow them to engage in self-directed play that nurtures both their cognitive and emotional growth while deepening their connection to nature.

After engaging with nature, I have learned the  importance of sound, movement, and imagination in our connection to the world, and this has influenced how I view the potential of natural spaces in early childhood education. Through active listening and creative exploration, children can learn to engage with their surroundings in ways that are meaningful and imaginative, laying the foundation for lifelong creativity and learning.

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Reference list

Bowman, A. (n.d.). Movement, Sound, Play | Artifact Dance Project | TEDxTucson. [online] www.youtube.com. Available at: https://www.youtube.com/watch?v=HrgpeuPbp-I&t=5s.

Oliveros, P. (2015). The difference between hearing and listening | Pauline Oliveros | TEDxIndianapolis. [online] YouTube. Available at: https://youtu.be/_QHfOuRrJB8.

Wilson, R. (2018). Nature play. Nature and Young Children, p.9. doi:https://doi.org/10.4324/9781315148533-2.