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To sum up my six artefacts, I created them by linking with my life experience, things that surrounding with me, my feelings during art work, my connection with the materials that I used, the music I heard, my desires or ideas of what I wanted to expressed in that moment. These artefacts can be in any form such as painting, drawing, sculpture, videos, and there is no limitation of how I want them to be presented. Moreover, they don't have to be made in a perfect way like what we see on the printed media, because they are my unique way of expressing myself, and communication with others in my own style.

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In this unit, I've made many experiments by exploring different materials. Each one has unique properties, and I would like to make an inquiry about the form of art. What makes something so special that we consider it as art? How is it presented?

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Discussion:
I collected some paper from a magazine, tore it into stripes, dipped some with water, and applied coconut oils onto the others, and placed them on the wall. ‘Encounter with materials give children many ideas and spark connections’ (Topal and Gandini, 1999). At the beginning, I thought the stripes with oil wouldn't stay and attach to the wall. However, all of them stayed onto the wall in a very steady way.

Next, I made few paper rolls, closed the edges with sticky tapes, crossed them on the table. The shadow which rolls created attracted my attention. Ingold (2013, cited in Pacini-Ketchabaw, Kind & Kocher 2016) states that materials are always and already on their ways to becoming something else. Therefore, I continued connected the two rolls in different ways to investigate what else shadows will there be? My final conclusion was the shapes of shadows changed every time, and it depended on how I arranged the paper rolls together such as leaning them against each one, or combing two into one long roll, whilst trying to make it stand still by itself.

Implications:
I will set up a paper related loose part table in the preschool room with various types of paper (eg: newspaper, magazine, crepe paper and etc), bowls, twigs, glue, sticky tapes, water and loose seed pods for children's imagination and creativity. I will allow children to work by themselves without interruption unless they need support. It promotes children to explore and investigate the materials with their own will and be creative and artistic to produce artwork.

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Painting inspired by music
It was a rainy day in Sydney today, and stood in the front of the easel with a empty mind. I turned to the music on YouTube, which was random relaxing music, and waited for some inspirations from it. The background piano music sounded very calming, soothing with some nature sounds included, and it helped me to stay concentrated on my painting.
It's believe that children's talents can be developed naturally while practising and refining art in Reggio music studio (Hannah 2016, p. 3). The music reminded me of beautiful sunny weather in Sydney, because I wanted the terrible weather to be stopped. Following the relaxing rhyme, I first started dabbing green grass at the bottom of paper, then added few drops of rain, which was my connection with the reality. Next, I started to question myself was there going to be a rainbow after the sky became clearly blue? Thus, I spread the paint by brushes, blending two primary colours each time, improvising a rainbow alike pattern in the middle. Moreover, I brought a bird, a caterpillar, a warm sun into my painting. It was because I was standing in the garden during the whole time, guessing who was hiding in the plants and flower, and playing peekaboo with me? Could it be a butterfly, or a small worm? Would they like to have a warm sunny day just like me as well? Schroeder-Yu (2008, p. 128) argues that environment plays a vital part in Reggio Emilia's approach, as it's designed to inform and engage children and those that visit the schools. I connected myself with everything from the garden, which gave the ideas and inspiration of producing my painting. This artefact was inspired by both music and garden.

Implications:
I will use music as the background during children's  independent play and learning experience (excluding intentional teaching), and will set up some activities outdoor (eg: painting, playdough/clay, Lego and etc), if weather allows. Then I will observe and document how music and outdoor environment will impact them during the play.

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Discussion:
I was very excited when I dipped my fingers into paint. It felt wet and slightly cold, but the colours looked very vividly bright. I began to wonder what it might happen if I mix the paint all together? Will it become one colour or I could still see some original paint remaining? I blended it, and I had green fingers within few seconds. The paint felt quite slippery and slimy on my hand, and I didn't like it. Thus, I went to the sink and washed it off. However, I wanted to save my painting in some way rather than on the paper, and hoped I could keep it in a long time. Therefore, I started to walk around in the classroom, trying to find a proper media to save the painting. At last, I decided that I was going to paint on the glass window to see whether it could my requirements.
I dipped the brushes with painting, making different shapes on the glass such as dot, triangles, stokes, waves and etc. It felt like my brushes were sliding on the glass window, and I could smeared it with little effort. At the end, I was very pleasure with the final work. When it was sunny, the light could project the paint colours on the carpet. 'The light is a

physical  object  as Anderson and Karrqvist (2007, cited in Zulma and Rachmawati 2020, p.3 ) state that it spreads in the space. The day light which reflects on the painting more fun for me to observe, analysis and explore the variety with the combination of paint and light.

Implications:
I will set up painting experience on different  material/medium such clear wrap, cardboard box, windows and etc. This experience is suitable for all age group, and take place in both indoor and outdoor with proper supervision. Children are encouraged to use paint to express what they want to share with his/her audients, explore different results after applying paint on different materials, and experiment all the potentials with the resources provided.

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Discussion:
I rolled the clay into a thick long string, broken it into smaller pieces with my fingers, rolled them in the middle of palms, and shaped them into balls. Then I formed them into a straight line, and wondered what it might be very interesting to discover if I could make them move or dance together just like we do as human. It was going to be a very fun experiment which I have never done before. One of the core foundation of Reggio Emilia pedagogy is that the idea of materials have the expressive aspects to verbal language (Gandini et al 2015).
I placed my phone in the right position, and took photos one by one each time after I moved the balls, and transferred all the photos into a video with background music by using a stop motion application, which is shown above. It looks like the balls are dancing like a group of children, they look so happy gathering with each of their movements and enjoy this exciting moment. This is my way to record my artefact, my encounter with clay and it seems that the clay balls and I have become friends in my imagination.

Implications:
To further to children with their clay creation, I will provide them with few cameras, and demonstrate to them how to use them. It allows to children to take initiatives to record what their clay sculpture or masterpieces either in the form of photos or videos and share it with peers and family, and share their achievements with the ones they trust or feel comfortable with. Photo and video in the experience is the media which helps children to save their work in that moment.

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Discussion:
When I had this piece of clay on my hands, it was moist, smooth and can be manipulated with ease. First, I rolled it with both of my palms, trying to make it flat. However, realising that I wasn't able to achieve what I wanted with palms, I changed my strategy and began flattening it with a kitchen rolling pin, which did a better job.
Next, I pinched the edge with my fingers and waited to see whether this could create some textures for the clay. According to Pacini-Ketchabaw, Kind and Kocher (2016) sometimes clay refuses to stay in one shape. It looked good at the beginning with the waxy edge, however started to turn flat again after few minutes due to the gravity.  Thus, I bent my fingers towards palm and transferred the flat clay onto my right fist, moulded it and gave it some pressure and hoped it would stayed in the shape for a longer period of time. Then, I decorated  it with some coloured pebbles. It can possibly be used as my creative display in the room, or I can leave my keys, necklaces in it too.

Implications:
Edwards, Gandini and Forman (2011) state that children experiment and develop competencies in using spoken languages, painting, clay sculpture, collage and etc.
In the toddler and preschool space, I will establish a clay table with age appropriate clay tools. Children can practice the small muscles on their fingers by manipulating the clay, moulding, pinching and squeezing it. I might assist them and do a demonstration of how I use the tools when needed, and support them when they ask for help, and encourage children to be artistic and express themselves with clay masterpieces.

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Discussion:

In my second artefact, I still collect some different types of paper such as Priceline catalogue, a pamphlet, a piece of gift paper and a shoe box. The items in my bedroom inspired me, when I was deciding what should I do with these paper. Therefore, I took a pair of scissors out of the drawer, trimmed of the edges of the pamphlet, and cut few parts down at the bottom, and turned it into a hair comb. The comb is what I need every single morning for brushing hair, and how about created somethings related to my morning with paper?
Next, I started to think what items do I use the most in my morning routine. They are my face cleanser, a cup of water for me to stay hydrated, a pan for making breakfast, and my quilt to be cleaned and organised before I leave home. Following my inspiration, I turned these paper into my bed (a pillow and a quilt), a cup, a bottle of face wash, a comb and a cooking pan. Then I chose the shoe box as a display platform and glued all my productions on it. Roy, Baker and Hamilton (2015) believe that each art form is a different means of expression and communication. In this artefact, I communicate with my audients about my morning life through this paper artefact and pass them the message of this is what I do everyday.

Implications:
First, I will encourage children to collect all the unused or recycled paper and leave it in the recycle bin. The, I will create a art and craft table with these paper, scissors, coloured paper glitters, glue, feather,  leaves, and pompoms in the preschool room. I will keep close supervision to make sure that children use the scissors in the  safe manner. However, there will not be any interference for children's creativity. Moreover, this experience helps children to understand that used paper can be reused for art creation, and they will gradually become responsible for the environment where they live in (Australian Government Department of Education, Employment and Workplace Relations 2009).