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Diann Gano, Sharron Krull, 2020. Natural Sensory Learning. Referenced from
https://www.communityplaythings.com/resources/articles/natural-sensory-learning

Roy, D, Baker, W & Hamilton, A 2015, ‘What are the Arts and what do they “do”?’, Teaching the arts: early childhood and primary education, 2nd edn, Cambridge University Press, Port Melbourne, VIC, pp. 11–13.

ISBN: 9781107433670

Jessica Kilby Doctor of Philosophy (PhD)(2017).The Parallaxis: a game of walking between worlds, Referenced from https://researchrepository.rmit.edu.au/esploro/outputs/doctoral/The-Parallaxis-a-game-of-walking-between-worlds/9921863776001341

Ungunmerr-Baumann, MR 2002, Dadirri: Inner deep listening and quiet still awareness, Emmaus Productions, pp. 1–4, accessed from
http://www.dadirri.org.au/wp-content/uploads/2015/03/Dadirri-Inner-Deep-Listening-M-R-Ungunmerr-Bauman-Refl1.pdf.

R Murray Schafer, 2009. Listen. National Film Board of Canada. Referenced from

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Overall, I have really enjoyed this unit. It has given me the opportunity to delve deeper into areas that often as educators, we don't get the time to explore. The different videos throughout this unit were fascinating, with my favourites being 'Listen' (Schafer, 2009) and 'Dadirri' (Ungunmerr-Baumann, 2002). I connected strongly to both as I felt it closely resembled my own feelings about nature and the importance of slowing down to appreciate the little things. The readings were also interesting and have given me a better understanding of the theoretical perspectives behind these seemingly simple ideas. The Parallaxis (Kilby, 2017) wove a very interesting web of perspective and I immediately knew that this was something I was going to research more when given the opportunity.
This unit has shown me a deeper perception of elements that I don't always read into. Music, movement and sound are everyday parts of my practice but I now know that I need to give them more justice. I will continue to build on my knowledge in these areas so children can benefit from these shared experiences.
Let the research begin.

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1 - Music
Before - Music has always been an everyday part of my practice but I had never looked into it as deeply as this.
Connection - Dadirri (Ungunmerr & Baumann, 2002) was something I saw as part of myself. It was a beautiful perception of country and something I will share with others.
Future practice - What I have taken on is the idea of music as a language. It is something that I will focus more on in my practice.

2 - Movement
Before - I have always seen the importance of movement, especially with the vulnerable and additional needs children at our service. Movement plays such a vital role in expressing oneself and releasing energy.
Connection - I loved the 'Listen' video by Murray Schafer. It explained everything I felt about slowing down to hear the little things. It's often what I do to centre myself when stressed.
Future practice - I will incorporate more elements of sound in my practice. Using items for children to identify what it might be. Recording sounds to listen back to what we might hear.

3 - Drama
Before - I am someone who appreciates the story of something. I had dreamed of being a writer from a young age so dramatic play and creating things from my imagination came naturally to me. People and environments fascinate me so watching children express themselves creatively in dramatic forms is beautiful.
Connection - I connected with the idea of listening to our senses as it is something I embed in my own practice.
Future practice - I see dramatic play in many forms at kinder. I believe this is something I want to research more deeply.

4 - Connecting with place through the temporal arts languages (music, movement and drama): an introduction
Before - Again this is something that I do but have never been able to explore to the extent I would have liked.
Connection - I found the reading Parallaxis fascinating and an interesting way to look at things.
Future practice - I will explore this content more deeply to improve my practice.

5 - Connecting with place: playing with music (incl planning for young children)
Before - Since our last unit I have really been interested in implementing more about connecting to place so I was excited about this unit's content.
Connection - Children explore their world through sensory play, building nerve connections through pathways, which enhances brain development. (Gano & Krull, 2020) This is something I believe is important to embed in practice.
Future practice - I will continue to implement sensory play in many different forms for children as I believe every child can benefit.

6 - Connecting with place: playing with movement (incl planning for young children)
Before - I often talk to the children about movement in their bodies when I am teaching. It is a great way to refocus and calm the mind and body.
Connection - The movements of the body are an important grounding experience and it's something I always incorporate into my programming.
Future practice - Continue to building on new stills to research and build on.

7 - Connecting with place: playing with drama (incl planning for young children)
Before - These are all elements I love and am just keen to learn.
Connection - The Monkey business illusion was unbelievable. I didn't even see the monkey when it played and couldn't understand how I missed it. It was such an interesting experiment to take on.
Future practice - It comes down to you don't know what you don't know. Perception can be so different between people. It's a good way to remember not to take things at face value all the time.

8 - Connecting with place: playing with languages combined
Before - Hearing impaired is something I am familiar with as my Mum had always been 70% deaf.
Connection - Having a parent with this helps me to understand it better but we also have a deaf child at our kinder and I am learning everyday about ways to make improvements for her in my class.
Future practice - I have been doing a lot of research to better understand the child in my class. It's been also great to hear the difference in the everyday things that have been changed to help the disadvantage.