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ARTEFACT - The Feathered Dreams’ Secret Garden - The lush, spreading branches with bright yellow lemons and hues of green

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ARTEFACT - The Feathered Dreams’ Secret Garden - The lush, spreading branches with bright yellow lemons and hues of green

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This is a 10sec - 1min recording clip captures my garden landscape which I observed in my parallaxis experience. I was lost in the panorama of the expansive garden behind my house. I saw and noticed a rich, dense green tree adorned with vivid yellow lemons that stood out among a wealthy and varied scene of green foliage, resembling large, round eyes on a peacock's plumes. Besides, other trees with varying green tones behind them give the scene more depth and complexity. This place is appealing and reminds me of the journey to uncover the nature of the mysterious garden from a creative and poetic perspective because of the overcast sky with a layer of grey clouds above, which also creates a mystical scene with a cool atmosphere. The wind was blowing, and I could practically hear the sound of the swaying and rustling leaves coming from the big branches in unison, resembling the murmur sounds of conversations in the natural world. In addition, the vibrant lemons resemble the eyes of the peacock's feathers, with each one reflecting a brilliant yellow dot amidst a sea of green, makes me think of how intricate a bird's tail looks. A few birds also flew and perched on the tall branches, their chirping blending with the wind to produce a contrast between the natural, peaceful sound of birdsong and the rustling wind. It felt like a natural garden, with movement and serenity in harmony. I had a sense that the whole place was a part of the performance through my experience - every lemon and leaf had a part to play in this peaceful, lovely dance. The wind rustling through the big green trees, the occasional bird call from the tall branches, and the rhythmic swinging of the branches back and forth like a proud peacock display all blend to create a symphony of noises. My garden turns into a stage where the beauty of the peacock and the artistry of nature meet, reflecting the dance of colour, light, and soft movement and encapsulating the fleeting moment of grandeur and calm combined. This secret garden is both huge and intimate, with every leaf and lemon revealing the peacock's secret power in a subtle, calm, and profound way.

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The story of "The Mystery Garden of Peacock" elevates the commonplace to the sublime, conceiving of the garden as a dynamic artwork. I turn this area into an immersive narrative where nature and imagination join to create a fresh, accessible expression by drawing on the creative and artistic processes rather than just turning it into a collection of plants, leaves, and fruits. A combination of my traditional Vietnamese music, dance, and dramatic narration transforms the garden, with its lemon trees, rich greenery, and serene presence, into a potent canvas. This transformation draws on the expressiveness of the erhu, the elegant dancing moves, and the richness of my story’s narrative not only to recreate the scene visually but also to reimagine it. When combined, these elements design a rich, multi-sensory experience that transforms my ordinary garden into a colourful work of art. My creation, a blend of dramatic storytelling, peacock-inspired dance, and Erhu music, shows how art can transcend its constituent elements to produce a whole. I have been able to show how combining my traditional and modern aspects, relating cultural legacy to fresh interpretations, and expanding the possibilities for artistic expression are all possible with this method.

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Creative Response - A Symphony of the Erhu Instrument (the language of Music)

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Creative Response - A Symphony of the Erhu Instrument (the language of Music)

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Through the title of "The Mystery Garden of Peacock", I chose to use a traditional Vietnamese stringed instrument called the Erhu, which is renowned for its melodic, melancholic sound. This instrument makes it easier for me to have a strong connection to the concept of the peacock's secret garden - a place where imagination and nature come together. With each note reflecting the bird's elegant steps and the softly swaying of the leaves in the wind, the Erhu's song fills the air, mirroring the delicate dance of the peacock spreading its enormous wings with its beautiful yellow eyes. I played the Erhu and created my music composition, which blended it with the noises of the garden, including birds chirping, rustling leaves, and wind whistling. The boundary between music and nature is blurred by the Erhu performance and the recorded ambient noises, giving a sense that the garden is a living symphony. This experience awakens the senses and gives me multiple layers. Not only can I see the vivid colour changes in the garden such as deep greens, bright lemon yellows, and sparkling blues of peacock feathers but I can almost smell the citrus of the lemons. I can also feel the soft, damp dirt beneath my feet. For me, music was an extension of the surroundings, bringing in the emotional and sensory experiences that the garden inspired, rather than only being an outside addition. It brought back memories of my early years when going outside to play felt like entering a different planet. I considered how these creative and sensory experiences may be incorporated into early childhood environments to inspire children to express themselves, explore, and make meaningful connections with their environment. The garden is a symbol of creativity, serenity, and the world's natural wonders, while the Erhu's music serves as a bridge to connect me to my cultural background. In my opinion, what makes this instance unique is how I the elegant dance's design highlights the peacock as a symbol of liberty and uniqueness, mirroring the garden's ability to offer a space for introspection and self-realisation in a more varied and all-encompassing manner. Through this, I feel how the fusion of dance and music turns my backyard into a dynamic, engaging space that encourages individuals to engage, interpret, and express themselves in their special ways. I made this experience to infuse the vivid sounds of the peacock's enchanted garden with fresh emotion and creativity. This enables me to encourage children to have a multifaceted perspective on the world and to value the ability of creativity to express, explore, and envision their environment. More than just an aural experience, music - especially when accompanied by the expressive sounds of the Erhu becomes a living language that communicates the unseen, conveys the unsaid, and binds us all to the intricate stories that hide just in the garden.

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Creative Response - Metaphorical movement in the Peacock’s Mystery Garden (the language of Movement/Dance)

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Creative Response - Metaphorical movement in the Peacock’s Mystery Garden (the language of Movement/Dance)

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Movement is the silent language of the unseen rhythms of existence in "The Mystery Garden of the Peacocks." I picture a peacock concealed in the undergrowth, its vivid feathers mirroring the vibrant lemons adorning the trees. The peacock transforms its movements - a slow, deliberate flick of its tail, a quick flutter of its feathers - into a dance that conveys the story of its surroundings as the garden becomes a stage. A tale of presence and grace is told with every step and head tilt, whispering secrets borne by the wind. I made a delicate, surprising dance for this place. The invisible but imagined peacock moves with an elegance that breaks with the serenity surrounding it, becoming the garden's heartbeat. The peacock's invisible choreography, which is a dance that is performed for no purpose other than to express itself, is echoed in every flutter of a branch or leaf. This dance is not just about movement but also my conversation with a setting that is rich in culture, rhythm, and scenic beauty. Moreover, an immersive experience is produced by the combination of the Vietnamese Erhu and the peacock dance. Dance and music do not have to be distinct; they are inseparable and improve each other's linguistic expression. The melodic, resonant sound of the erhu reflected my grace like the feathers and soft curves of the branches as I created the elegant dance to depict the motions of the peacock. Upon reflection, I realise that my connection to this place comes from more than just observation, it also comes from sensing the rhythm and beauty of the peacock dance, feeling the ground beneath my feet, and listening to the soft rustle of leaves. By moving in tandem with the garden, I share this connection through movement and turn it from a static environment into a living garden where the body learns by doing, moving, and feeling. As I feel, this movement not only tells a story about the garden but also is a depiction of the peacock. This experience enables me to recognise that learning may occur in a variety of contexts, such as the rhythm of footsteps on grass, an arm curved to resemble a branch, or a quick halt to seize a silent moment. This method of teaching early childhood education makes me realise that learning occurs in the body as well as the mind, in each spin, sway, and step a child takes. Gradually, I found joy in the act of simply existing, and I also came to understand the profound connection that exists between my body and the environment around me in a more intimate and connected way.

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Creative Response - The captivating story of “The Peacock’s Mystery Garden” (the language of Drama)

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Creative Response - The captivating story of “The Peacock’s Mystery Garden” (the language of Drama)

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Within the boundaries of this mystery garden, a secret realm appears whereby the sound of rustling leaves, swaying lemon trees, and the majestic peacock dance reveal the secrets of nature. This is not a normal place; rather, it is a realm where fantasy and reality collide. With feathers that ripple like emerald waves, the peacock is well-versed in all the garden's secrets. Every stride it takes, every development, tells a story - a silent drama veiled in the trembling movements of its tail, a story unsaid of a world hidden from view. I feel a connection to this place because of the silent stories it tells including stories of transformation, growth, and beauty tucked away in the cycles of the natural world. The garden is an experience more than just a setting. The natural world seems to be calling me to explore my creativity through immersion, and I feel as though a muse from the outdoors is doing so. From there, I envision and create a dramatic story that revolves around this garden. It also makes me think about how places have the power to evoke memories and feelings as well as serve as inspiration for pure art. The garden’s beauty and mystery drew in me as well as the way it inspired me to seek out stories in the ordinary. This place served as a platform for artistic experimentation as well, where basic gestures could be transformed into more vivid and captivating tales using the language of theatre. I was also inspired by the experience to use my imagination to focus more intently and widely, to see the towering, green trees and the vivid pictures of the yellow lemons that resembled the brilliant eyes of a peacock feather. In this sense, the event served as a reminder of how I may draw creativity and inspiration from the outdoors and incorporate these areas into the classroom to enhance the learning process. I become a part of the garden through the language of drama, taking part in its stories and imparting them in a way that fosters empathy in the people around me. I honour and cherish the garden's mystique by fusing dance, music, and drama as well as I love to invite everyone to see, hear, and experience its untold stories.

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Analytical Response - The shadow on the tall tree branch reflected on the grass looked like an Erhu Instrument (the language of Music)

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Analytical Response - The shadow on the tall tree branch reflected on the grass looked like an Erhu Instrument (the language of Music)

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"The Feathered Dreams’ Secret Garden," an artefact, turns a typical garden into a more expansive, multi-sensory artistic experience. To depict the peacock's presence and the garden's secret magic, I combined dramatic narration, expressive dance, and Erhu music in my creative work. Through the amalgamation of these components, the artefact embodies the notion that artistic mediums can converge to generate novel avenues for communication and comprehension. I was drawn to the peaceful view as I stood in the middle of my backyard, but my imagination was stimulated by the sound of the wind, the tall branches, and the rustling leaves. After taking some images of the towering branches that resembled Erhu in my home country, I used my ability to create a creative experience that I thought would be a good addition to the early years' curriculum. This brought to mind Allara's song "Wala Is Life" from the session 3 I had studied (Allara - Topic, 2018). I feel like I have a stronger connection to the natural world now that I studied this resource. It has also caused me to consider how society and nature interact. I was able to make sounds and music and begin composing my songs because of how this movie reminded me of things and how I blended my own experiences with what I watched and related to it. This has affected the way I teach, introducing children to new noises and getting them involved in activities in the classroom. This will improve children’s listening skills, help them establish a connection with nature, and let them make music with various sounds like those of instruments, animals, etc. I now have a much better understanding of how a song's sensory and emotional elements affect our comprehension of cultural integration thanks to this resource. In addition, I relate to the Reggio Emilia Philosophy because of this experience. The Reggio Emilia’s approach suggested, “Educators who follow the Reggio Emilia approach must give students enough time, space, and resources to work independently” (Hanna, 2017). By creating an environment where art, nature, and sensory experiences come together to create a learning process that is profound and individualised, Allara's concepts were able to be connected to the Reggio Emilia approach, which enabled this artefact to go beyond standard educational activities. This experience suggests a flexible and integrated approach that is in line with children's natural tendencies towards play and discovery, challenging the frequently inflexible constraints of what can be done with art in an educational setting. The way early childhood education is practised in the future will be significantly changed by this reflection. It emphasises how crucial it is to design spaces that are rich in sound, movement, and narrative in addition to being visually exciting. Adding dance, storytelling, and musical elements like the Erhu helps turn ordinary places into dynamic learning settings that promote in-depth investigation. I encourage children's deeper engagement, creativity, and emotional connection in a more comprehensive approach by combining various art genres. Additionally, it promotes a change from regimented, goal-oriented exercises to more flexible, exploratory experiences that value children's opinions and voices. Therefore, using a critical analysis of resources and contemplations on the tactile and affective aspects of objects, I have underscored the significance of incorporating the arts into early childhood education in inventive ways that are intricately linked to children’s innate modes of perception and existence.

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Analytical Response - The large branches tree swayed back and forth like a dancing peacock (the language of Movement/Dance)

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Analytical Response - The large branches tree swayed back and forth like a dancing peacock (the language of Movement/Dance)

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I photographed a big branch that reminded me of a peacock flapping its wings and dancing on a tall branch, and I used the image to create an exciting experience for a child’s learning space. This encounter got me thinking about how dancing can be a strong instrument for understanding the world and for expressing oneself, as well as the importance of movement in children's education. I was brought back to memories of my youth when I was playing in the garden and the winds, and the branches were swaying so beautifully that I could feel them and dance along. It seemed like I was entering a mental realm of discovery and creativity. I observed how movement or dance may foster a child's connection to nature and inspire awe in the world. It also made me think about how movement might be utilised in the classroom as a language for narrative, discovery, and expression in addition to being a kind of exercise. The second session's Mutton Bird Dance my lesson, which highlights the custom of narrating stories through elegant dancing, is what the image above reminds me of (Bangarradance theatre, 2015). I was more affected by the decision to communicate through dance since it allowed me to freely convey my opinions through my choreographed dance. To further maximise the benefits of movement, I would like to integrate movement and music into my future early childhood education practice. This way, the two will work in tandem to improve learning and movement experiences. Children will be introduced to music gradually, and if they are comfortable with it, they will be able to go on to the rhythm and melodic structure and generate a variety of musical responses (Niland, 2009). Meanwhile, combining movement with music can greatly enhance one's ability to express themselves and is a potent means of sharing thoughts and viewpoints. As an educator, I can build environments that address children's basic needs and enable them to explore their identities and emotions via movement by utilising dance as a method of narrative and sensory engagement. This approach is in line with the modern view of the arts as an essential part of a comprehensive education, supporting children's social, emotional, and cognitive growth.

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Analytical Response - The Dramatic Storytelling of the Peacock’s Mystery Garden (the language of Drama)

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Analytical Response - The Dramatic Storytelling of the Peacock’s Mystery Garden (the language of Drama)

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My story provoked thoughts about the function of drama in classrooms and the potent learning tool that storytelling can be for children. It brought back memories of imaginative play in childhood when everything becomes a stage and there is always room for new stories to be told. I was lost in this garden's beautiful imagination, and when I opened my eyes, a fantastical tale materialised. I was able to relate a lyrical story to this garden with a wider viewpoint because of this experience. I also considered how children use storytelling to make sense of their experiences and how they instinctively engage in theatrical play. This got me thinking about how play, storytelling, and role-playing may all be used to improve learning in educational settings by using dramatic storytelling. I was able to get a closer look at each swaying high branch in the video I took, and it instantly recalled a picture of a dancing peacock. I was reminded of my third session “Parallaxis experience” by this (Ninjypsy, n.d.). My discovery of Parallaxis led me to the realisation that magic exists all around us but is frequently overlooked. This resource got me thinking about making up a universe in which commonplace objects become remarkable and secrets are kept behind every corner. The Parallaxis experience, in a sense, teaches me how to begin taking stock of the environment and find the wonder in the small things in life. Therefore, I create and carry out this experience when I teach. Children can notice nuances they might otherwise overlook if they are encouraged to pay attention to their environment, whether they are strolling or playing outside. Children will become more perceptive and creative, and their communication skills will help us understand the world from their point of view. Children develop their nonverbal and vocal communication skills and foster critical thinking by sharing their experience information with others, which makes learning engaging and joyful. Using the Parallaxis approach also aids in children's comprehension and helps them form a more vivid connection with the natural garden. Furthermore, the use of storytelling as a tool for cognitive and emotional development is supported by Vygotsky's view of play as the primary activity in childhood (Nitecki et al., 2016). Vygotsky highlighted how children can experiment with many roles and settings through imaginative play, which broadens their comprehension of the outside world. Because it employs storytelling to create an interactive learning environment where children can explore, ask questions, and express themselves, this product is a good fit for this philosophy. Through this experience, they can investigate other viewpoints, emotionally connect with the material, and interact profoundly with it thanks to this strategy. It offers a means of enhancing the intimacy and significance of learning, particularly when paired with other expressive mediums like dance and music. In my opinion, educators like me give children more chances to engage in story play so they can take charge of their education by choosing stories that speak to their interests and life experiences. Children will be able to relate stories more imaginatively and create more original and varied connections as a result.

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Allara - Topic. (2018, November 14). Wala Is Life. [Video].

YouTube. https://m.youtube.com/watch?

v=1XACgej9L80&feature=youtu.be

Bangarradance theatre. (2015, May 20). Bangarra

Education Resources Mutton Bird. [Video]. YouTube.

https://m.youtube.com/watch?v=o-PV98Oshkc&t=61s

Hanna, W. (2017). The children’s music studio: A Reggio-

inspired approach. Oxford University Press,

Incorporated.

Niland, A. (2009). The power of musical play: The value of

play-based, child-centered curriculum in early

childhood music education. General Music Today,

23(1), 17-21. https://doi.org/10.1177/1048371309335625

Ninjypsy. (n.d.). The Parallaxis - A game of walking

between worlds. The Parallaxis. https://www.the-

parallaxis.com/

Nitecki, E., Chung, M.-H., & Mercy College. (2016). Play as

Place: A Safe Space for Young Children to Learn about

the World. In The International Journal of Early

Childhood Environmental Education (Vol. 4, Issue 1, p.

25). https://files.eric.ed.gov/fulltext/EJ1120144.pdf