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Short Summary from Experience 1 (Sound/Music)

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Short Summary from Experience 1 (Sound/Music)

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I created my original song and sang a ‘Bus Driver’ song. When I sang, I acted driving a bus and made a similar gesture with the song. Then, I plan to extend the activity by creating a music using some natural and recycled materials such as rock, stick, branch, and bottle. The reason for  using those materials is I want to encourage children that music can come from everyday materials and they can find it everywhere. Simple material can make creative art and children can explore to play with it.

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Short Summary from Experience 2 (Movement)

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Short Summary from Experience 2 (Movement)

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I pretended as a bus driver, moving my hand with my imaginary steering wheel. Then, I extend my activity by using body movement to follow the direction and make my activity more fun and engaging. Children can learn concept about direction and coordination through movement. This activity support children’s thinking as they need to concentrate and focus as the instruction will be different.

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I acted as a bus driver, and pointed the view to my passengers when we were on the way to destination. I extend my activity by acting out as a bus driver and we are arriving at our destination, which is a community place for Aboriginal people. This role play focuses on children’s imagination as they will use their creative thinking to pretend in the community. Also, this helps children learn about Aboriginal perspective as we do an acknowledgement of country to show respect for First Nation people.

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Theoretical perspectives learnt from the unit material 

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Theoretical perspectives learnt from the unit material 

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Reflecting on my assessment 2, when I listened to the sound around me, there were a lot of natural sounds like wind and trees, then followed by my main artefact which was a bus. I created my creative responses which I engaged with my surroundings, then I realized that everyday environments can become a learning for children and children can explore it through music, movement, and drama.

Music: Reflected on my music experience using natural materials, Wilson (2018) explains that we can use natural materials in creative ways to play. Give opportunity to children play with nature - hand-on experience has benefits, such as supporting their cognitive development, learning to take care of our land, and keeping children active with physical activity. This connect with my activity as they can use stick, rock, and stones to explore sound. Providing natural materials allowed children to explore open-ended materials, supporting creativity and critical thinking, which aligns with Wilson.

Movement: My follow direction activity is when children listen the instruction such as left, right, or stop, connect with body movement. Niland (2009) explains that children use movement as a response to music. Niland (2009, as cited in Morin 2001) stated “kinesthetic music play”. This connects to my activity like when children move their body, such as jumping, twirling, turning left or right. They are practicing not just listening, but also coordination and concentrate on the instruction.

Drama: My drama activity is relevant with Reggio Emilia approach. Edward et al. (2011) highlights that process of expression is more important than the final product. My drama as a bus driver and passengers more focused on the child’s idea, imagination, and expression. Children create a meaning through the role play and communication. They explore social roles and develop language, adding their own creativity which aligns with Reggio Emilia, where children are capable and active in their learning.

Connection with Aboriginal perspectives: My activities connected with Aboriginal people as I use natural materials as my sound. Aboriginal people have a connection with nature and land, by using natural materials, children understand to care for our land and know that music can come from the earth. Body movement and drama pretend play are also linked to Aboriginal perspectives as I created a story that we are visiting Aboriginal community and on our way, we looked around and follow the direction from the driver. Including acknowledgement of country also teach children to respect traditional owners of the land and promote inclusion in our play.

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Activity : Music percussion using natural and recycled materials.

Age group : 3-5 years

Materials Needed:

Natural materials : sticks, rocks, sands, tanbark

Recycled bottle

A simple song (my original song or other song) to follow

Steps:

Set up the space by placing materials in the middle of group.

Introduce the activity to children that we are going to make a sound using materials provided.

Demonstrate a simple beat and invite children to copy or create their own beat.

Give children time to explore the sound using different materials.

Reflection : ask children what did they like from that activity?

Connection with EYLF:

EYLF Outcome 4: Children are confident and involved learners. (AGDE, 2022, p. 50).

This music percussion activity support children to explore and experiment with different sound using natural and recycled materials. By joining this activity, children build their confidence to try new thing and express themselves through music.

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Activity: Pretend play: Bus journey and visit Aboriginal community

Age group : 3-5 years

Materials needed:

A simple acknowledgement of country

Chairs to create a bus

Steps:

Arrange the area and we can use the chair as a bus

Have a discussion that we will visit Aboriginal community.

Introduce the acknowledgement of country before starting play.

Give children time to explore and play

Reflection: ask children what did we do to show respect?

Connection with EYLF:

EYLF Outcome 2 : Children are connected with and contribute to their world. (AGDE, 2022, p. 38).

The pretend play helps children to understand and show respect for Aboriginal people. They learn acknowledgement of country, so children can feel connected with community and their environment.

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Activity: Body movement - Follow the directions

Age group : 3-5 years

Materials needed:

Open space

A simple song (my original song or other song) to follow

Visual direction cards

Steps:

Gather children in open space and make sure children can move freely.

Show and say the words: left, right, stop, go, roundabout.

Create a story to make it more fun and use different direction on that story.

Add variety action to make it more challenging: jumping, tiptoeing

Cool down and reflection: ask children what was their favorite direction and action?

Connection with EYLF:

EYLF Outcome 3 : Children have a strong sense of wellbeing. (AGDE, 2022, p. 44).

This activity support children’s physical wellbeing by having active movement, it also support their emotions as children listen carefully to the instruction and they feel happy when they can follow successfully.

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Reflection - Activity 1 - Music percussion 

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Reflection - Activity 1 - Music percussion 

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What went as expected?

Children were engaged and curious to explore the sound. They experimented by tapping and shaking the materials. Children created their own patterns to follow the song.

What did not go as expected?

When children became too excited, they made a lot of noise. Some children were confused to follow the music and it was hard to concentrate with all noise.

What might you do different next time? (positive or negative)

I will arrange in small group and give more time to explore. This also can manage the noise, instead of the big group.

How might you use this growth in your future practice of early childhood education

This activity helped me to see how fun and powerful natural materials and sound exploration can be for children. In the future, I will give more opportunities for children to explore sound using natural materials as this also encourage creativity for children. Let children arrange the instrument and provide different materials.

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Music Percussion with Natural and Recycled Materials

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What went as expected?

Children followed the direction with excitement. Children listened and responded to the instructions, showing their understanding of direction and freely move their body.

What did not go as expected?

Some children still confused about left and right, needed extra time and help to follow the right direction.

What might you do different next time? (positive or negative)

I will use more visual cards to support their concept of direction.

How might you use this growth in your future practice of early childhood education

Through this movement activity, children learn concept about directions. In the future, I will plan to do peer collaboration to encourage teamwork. Also, children sometimes still mix up the direction, as a future teacher, I will remind them that we are still learning and mistakes can happen anytime. This will support their confident and keep the activity fun.

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What went as expected?

Children engaged in pretend play as a passengers and joined in the acknowledgement of country to show respect.

What did not go as expected?

It was tricky and challenging to change the situation from bus play and arriving at the community place.

What might you do different next time? (positive or negative)

I will introduce more about Aboriginal people through books, songs, or their symbols to help children understand more.

How might you use this growth in your future practice of early childhood education

Pretend play or drama can be a way for children’s learning. In the future, I will support their understanding through story, visuals, or song so children can understand and connect more during play.

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Pretend Play - Visiting Aboriginal Community

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Overall reflection addressing: How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?

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Overall reflection addressing: How has your perspective of music, movement and drama changed as a result of engaging with the unit content and required tasks?

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Through this unit, I have learned that music, movement, and drama are not just fun activities. I agree that those experiences are powerful way to support children’s learning and also children can have connection about Aboriginal perspectives. Children can learn important skills such as listening, collaboration, creativity, and respect to others by engaging with these activities. My activities focus on music percussion using natural materials, body movement games with direction, and drama pretend plan, I believe children can explore and express themselves freely. This unit has deepened my understanding of how to use creative art to support children and extend their learning, also promoting cultural awareness and respect for others.

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Australian Government Department of Education [AGDE] . (2022). Belonging, Being And Becoming: The Early Years Learning Framework For Australia (V2.0). The Australian Children’s Education and Care Quality Authority (ACECQA); Australian Government Department of Education for the Ministerial Council. https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf

Edwards, C. P., Gandini, L., & Forman, G. E. (2011). The Hundred Language of Children: The Reggio Emillia experience in transformation (3rd ed.). ABC-CLIO.. https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317

Niland, Amanda. (2009). The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education. General Music Today. Fall2009, Vol. 23 Issue 1, p17-21. 5p. https//doi.org/10.1177/1048371309335625

Wilson, R. A. (2018). Nature and young children: Encouraging creative play and learning in natural environments (3rd ed.). Routledge. https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2Fmono%2F10.4324%2F9781315148533%2Fnature-young-children-ruth-wilson

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ECE2008 - Assessment 2 by Benita Setiono (S8151290)