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1. Music/Sound Activity: Pizza Making Song with Sticks

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1. Music/Sound Activity: Pizza Making Song with Sticks

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1. Summary of My Experience:

In this session, children explored sound and rhythm by using sticks to create a musical interpretation of making a pizza. Each stage of the pizza-making process (e.g., rolling the dough, sprinkling toppings) was represented by different sounds and rhythms, allowing children to engage with music and sound in a playful and imaginative way.

2. Practical Learning Design: The activity required minimal materials:

Sticks, space for movement, and an imaginative context. Children followed a guided musical "recipe," using their sticks to mimic the sounds of cooking pizza. The session involved a demonstration of each sound, after which children created their own rhythms, working both individually and collaboratively.

3. Connections Between Plans and Own Assessment 2 (On-Country Experience):

The Pizza Making Song with Sticks activity aligns with my Assessment 2, which involved a nature walk and connecting children to their environment. By using natural materials like sticks to create music, the activity bridges children’s everyday experiences with nature, similar to how my nature walk highlighted the sensory exploration of the environment. Both experiences emphasize engaging with the natural world through imaginative play and sensory activities, making the connection between music, nature, and learning more tangible and meaningful.

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4. Rationale or Justification:

This activity integrates Gardner’s theory of musical intelligence by encouraging rhythm and sound awareness through the playful use of sticks and a pizza-making theme. It aligns with Vygotsky’s social learning theory by fostering collaboration among children, enhancing their shared musical experiences. The pizza-making theme links everyday experiences with creative play, making the activity both accessible and enjoyable. (Nolan and Raban 2015)

Dr. Ibrahim H. Baltagi's research highlights the profound impact of music on early brain development, with fetuses beginning to perceive and respond to sounds from 16-18 weeks of gestation. This underscores the importance of incorporating music into early childhood activities to support cognitive development, language acquisition, and social interaction. While the focus on rhythm and creativity stimulates musical intelligence, some children struggled with maintaining rhythmic consistency, indicating a need for more structured guidance. Balancing imaginative play with targeted rhythm exercises could improve their skills and support comprehensive development, reflecting Dr. Baltagi's emphasis on early music exposure. (Baltagi 2019)

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5. Embedding Indigenous Perspectives in Creative Activities:

The use of rhythm sticks in the activity connects with Aboriginal traditions, where clapsticks play a significant role in storytelling and cultural expression. Introducing this cultural perspective helps children understand that music and rhythm are not just for entertainment but also for communication and cultural practices. This connection to Indigenous practices enhances the educational value of the activity by demonstrating how sound and rhythm are integral to cultural heritage and storytelling.

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6. Deep Analyses with Overall Reflection:

The session gave children a great opportunity to be creative and explore sounds using sticks. They were excited and enjoyed pretending to make pizza with the sticks. However, some kids had trouble keeping a steady beat, which means they need more help with rhythm. In future sessions, I'll add more practice to help them with this. The activity was good for sparking their imagination, but it's important to mix fun with some structured rhythm practice for better skill development. This session showed how combining sound and rhythm with imagination can help kids learn and grow musically.

In future activities, I plan to use a parachute for an "Up and Down" song outside with the children. This activity will enhance their rhythmic skills and sensory experiences. It will provide a fun and interactive way to build on their development while enjoying the outdoors.

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2. Movement Activity: We Are Going on a Bear Hunt - Action Dance Activity and Nature Walk

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2. Movement Activity: We Are Going on a Bear Hunt - Action Dance Activity and Nature Walk

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1. Summary of My Experience: In this session, children engaged in an action dance activity based on the story "We Are Going on a Bear Hunt," followed by a nature walk. The action dance involved children performing movements and gestures that mimicked the story's journey through various terrains, such as wading through water, trudging through mud, and tiptoeing through the forest. This was complemented by a nature walk where children explored their environment, connecting the story's actions with real-life sensory experiences.

2. Practical Learning Design: The activity required minimal materials but involved creative use of space and imagination. The action dance used simple props and movement cues to help children enact the story’s adventures, promoting physical activity and engagement. Following the dance, the nature walk provided a direct, hands-on experience of the different elements mentioned in the story, reinforcing the connection between the dance activity and the real-world environment. Both parts of the session supported individual and group interaction, encouraging exploration and physical activity.

3. Connections Between Plans and Own Assessment 2 (On Country Experience): This activity aligns with my Assessment 2, which focused on connecting children to their environment through a nature walk. By integrating a story-based action dance with the nature walk, the activity bridges imaginative play and sensory exploration. Just as the nature walk highlighted environmental connections, the action dance allowed children to physically engage with the story’s settings, making the link between narrative imagination and real-world exploration more meaningful.

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We Are Going on a Bear Hunt - Action Dance Activity and Nature Walk

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4. Rationale or Justification:

The activity effectively supports children's physical and emotional development by incorporating nature-inspired movements, such as "sense walks" and dances mimicking natural elements. This approach not only enhances their sensory awareness and coordination but also deepens their connection to the environment, promoting overall well-being. Children, like nature itself, are naturally inclined to move and connect with their surroundings. Engaging in nature-inspired activities enhances their sensory awareness and physical coordination. (Candell 2013)

This activity Aligns with Gardner’s theory of bodily-kinaesthetic intelligence, the action dance fosters physical expression and movement. It also reflects Vygotsky’s social learning theory by encouraging collaborative participation and shared experiences among children. The integration of modern outdoor movement workshops, which combine dance with nature, provides valuable insights for designing engaging and educational activities that cultivate children's appreciation for the natural world. (Nolan and Raban 2015)

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5. Embedding Indigenous Perspectives in Creative Activities:

The activity weaves Indigenous perspectives into movement and nature exploration by reflecting practices like Dadirri. Dadirri, an Aboriginal concept, involves deeply listening and connecting with the natural world. During the nature walk, children practice Dadirri by observing and interacting with nature mindfully and respectfully. The action dance incorporates rhythms inspired by natural elements, similar to Indigenous ceremonies that honour and celebrate the land. This integration helps children understand the cultural importance of nature and fosters respect for the environment. By linking these cultural practices to their activities, children gain both a richer sensory experience and a greater appreciation for Indigenous traditions. (Ungunmerr 1988)

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6. Deep Analyses with Overall Reflection: The session effectively engaged children by combining the "We Are Going on a Bear Hunt" dance with storytelling, movement, and a nature walk, capturing their interest and enthusiasm. The children actively participated, mimicking actions and exploring their environment, demonstrating high levels of engagement. However, some children needed additional support to fully join in the dance, highlighting the importance of adaptable guidance.

For future activities, I plan to set up an Aboriginal table with an easel featuring symbols, allowing children to familiarize themselves with Aboriginal symbols and draw them with their fingers. This setup will accommodate different abilities and enrich the learning experience. Overall, integrating narrative-based action with real-world exploration proved valuable in deepening children’s understanding and connection to their environment, fostering both imaginative and sensory development.

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3. Drama Activity: Inanay Indigenous Song with Action

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3. Drama Activity: Inanay Indigenous Song with Action

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1. Summary of My Experience:

In this activity, children engaged in a dramatic exploration of the "Inanay" Indigenous lullaby. The song, sung in Yorta Yorta, provided a culturally rich backdrop as children used movement and gestures to act out the story of a goanna, a type of Australian lizard. Through role-playing and mimicking the movements of the goanna, children experienced the song's cultural significance while enhancing their dramatic expression and physical coordination.

2. Practical Learning Design:

The activity involved singing the "Inanay" song and guiding children through actions that represent the goanna's movements. Minimal props, such as simple costumes or nature-inspired items, were used to help visualize the story. Children were encouraged to use their bodies to mimic the goanna's behaviour and movements, fostering both individual creativity and group participation.

3. Connections Between Plans and Own Assessment 2 (On Country Experience):

This activity ties in with my Assessment 2, which involved connecting children to their environment through nature. By incorporating an Indigenous song and acting out the story of a goanna, children connected with cultural and natural elements, similar to how the nature walk emphasized sensory exploration. Both activities enhance children's engagement with their surroundings through creative and immersive experiences.

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4. Rationale or Justification:

This drama activity supports Vygotsky’s social learning theory by promoting collaborative participation and shared experiences among children. By integrating the Inanay song, the activity connects children to Indigenous cultural practices, enriching their understanding and respect for different traditions. Early childhood is a crucial period for developing self-regulation, which involves managing thoughts, emotions, and behaviours. Imaginative play, especially through drama and pretence, is key in this development. Through drama, children explore various roles and scenarios, helping them manage their emotions and behaviour effectively. Acting out different situations allows children to practice controlling impulses and adhering to social rules, which are essential for self-regulation. Vygotsky emphasized that pretend play helps children differentiate between internal ideas and external reality, thus aiding in self-regulation.

Erikson added that fantasy play helps children understand social roles and norms by engaging in miniature social structures, promoting cooperation and future role awareness. Overall, drama and imaginative play are vital for fostering self-regulation and social understanding, as supported by the theories of Vygotsky and Erikson. (Meyers and Berk 2014)

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5. Embedding Indigenous Perspectives in Creative Activities:

By using the "Inanay" song and focusing on the goanna, the activity introduces children to Indigenous cultural elements, such as storytelling through song and movement. This approach helps children appreciate the significance of cultural practices and deepens their respect for Indigenous heritage. The activity not only enriches their sensory and dramatic experiences but also builds cultural awareness and connection to the land.

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6. Deep Analyses with Overall Reflection: The session successfully engaged children with Indigenous culture through drama and movement. They showed great enthusiasm and creativity while acting out the goanna story. However, some children needed more support to fully participate, indicating that clearer instructions and more guidance would help. Future sessions could benefit from providing more detailed directions and additional context. This activity highlighted how mixing cultural elements with dramatic play connects creativity with learning about different traditions.

For future practice, I will incorporate the "Thaba Naba" Aboriginal song into our drama activities, combining music with dynamic movement to enrich the children's cultural experience. This approach will provide a vibrant, interactive way for children to engage with Aboriginal traditions through both song and action.

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Baltagi, I. (2019) "How music affects your baby’s brain: Mini Parenting Master Class, Discover how tapping into music can benefit your child.".

Candell, A. (2013) "Movement in the Wild: Nature as Dance Partner."

Meyers, A. B. and L. E. Berk (2014). "Make-believe play and self-regulation." The SAGE handbook of play and learning in early childhood: 43-55.

Nolan, A. and B. Raban (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF, Deakin University.

Ungunmerr, M.-R. (1988). "Dadirri - Inner Deep Listening & Quiet Still Awareness."   Retrieved 29/08/2024, 2024, from https://www.miriamrosefoundation.org.au/dadirri/.