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I created a sound and music experience inspired by my On Country experience from Assessment 2. Just like listening quietly to the sounds of nature like wind, birds, and leaves, I continued exploring sound with children through music, instruments, puppets, and voice.

I started by letting children play with drums, where they listened carefully to the sounds they could make. This reminded us of how we listened to nature sounds during our time outside, helping children tune in to their sense of hearing and develop awareness of how sounds are made and how they feel.

In group time, I used puppets and animal sounds, connecting to the animals I hear when being On Country visit. Children used their voices to mimic animals as they listened and responded to sounds. This supported their imagination, listening, and connection to the natural world.

I also sang rhymes and action songs, just like when I noticed the sound of insects, birds chirping and wind during the Country experience. These songs helped children feel the rhythm in their own bodies.

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This sound and music experience was carefully planned to support children’s learning through play, listening, and group connection. It included singing, drumming, puppet shows, and animal sounds - all was designed to help children develop communication, attention, social skills, and creativity.

From a pedagogical perspective, this experience supports learning through active participation, hands-on play, and shared group time. Children were not just watching or listening—they were doing, joining in, and making meaning through sound. My role was to guide, respond, and follow the children’s interests, creating a safe and playful space to explore music and voice.

It also embedded Indigenous perspectives by drawing on the value of listening deeply, a key part of Dadirri—an Aboriginal practice of quiet, still awareness. Listening to the drum, to each other’s voices, and to animal sounds reflects this same spirit of deep listening and respect. Our puppet shows and animal sounds also connect to the importance of animals in many Indigenous stories and ways of learning.

The video "How Singing Together Changes the Brain" (YouTube, 2021) shows that singing together creates strong social bonds. It helps the brain release feel-good chemicals like oxytocin, which makes people feel happy and connected. In our group time, when we sang together, we noticed the children smiling, watching each other, and joining in. This shows us that music and singing support emotional wellbeing, social connection, and brain development—especially when done in a warm, respectful, and playful environment.

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3) Summary: Exploring dance and movements

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3) Summary: Exploring dance and movements

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We began with stretching and relaxing exercises where children lay down on the ground with their arms stretched out like wings. This helped them feel calm and notice how their bodies move and rest. Some children closed their eyes, and it became a peaceful moment, much like when I listened to the wind and birds in my On Country experience.

Next, we did a butterfly dance. The educator wore butterfly wings and danced around while the butterfly song played. Children flapped their arms like wings, moved gently and happily. I also included a video of my niece dancing with me while wearing our cultural traditional dress. She was very engaged, and the movement was joyful and full of meaning. This showed how movement can also connect us to our culture and identity.

During group time, we did hand movement actions to songs. Children followed along, copying gestures, waving, clapping, and stretching their fingers. These all movements and dance experience connects deeply with my On Country experience. When I noticed how the wind moved through the trees, how birds flew, and how my body felt when i walked, balanced, or sat still. The butterfly dance and stretching were inspired by this—how nature moves and how we can mirror that movement with our own bodies.

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The children explored the world and themselves through dance, movement, and imagination, showing us how powerful the language of the body really is.

From a pedagogical point of view, the experience supports learning through the body- also known as embodied learning. Children learn by doing, moving, and feeling. This experience gave them the chance to express emotions, follow rhythms, and connect with cultural meaning through dance and movement.

Also connects with Reggio Emilia’s approach, especially what Vea Vecchi shares in The Hundred Languages of Children. Vecchi talks about how children use many languages to learn and express themselves, not just words. Movement and dance are powerful “languages” for children. When my niece danced in her traditional clothes, and when the children stretched like butterflies, they were communicating joy, identity, and imagination without needing to speak.

We also embedded Indigenous perspectives in this creative activity. Inspired by Uncle Winnie’s Lake Cowal Bird Dance, we thought about how movement connects us to Country, culture, and ancestors. Just like Uncle Winnie uses bird movements to tell a story and connect with land, we used butterfly wings and gentle motion to explore that connection too.

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For this experience, I set up a drama and storytelling activity inspired by my On Country visit from Assessment 2. I wanted to recreate the feeling of being on Country and let the children use their imagination and pretend play to explore it through a story.

I made a small version of the place I visited. I used a tray and added fake grass, rocks, wooden logs, leaves, and hidden small birds and insects. This setup looked similar to the natural area I experienced on my visit. I told the children a simple story about walking through the bush, where we might find animals hiding behind rocks or resting under leaves.

To make it more exciting, I hid small animals in the tray and gave the children mirrors and a toy telescope to look for them, like real explorers or bush rangers. I acted out parts of the story using facial expressions, gestures, and pretend actions, The children joined in with their own ideas and actions, adding to the story as we went along.

One child pretended to be a bird flying over the tray, while another acted like they were crawling through tall grass. This experience was full of imagination, role-play, and storytelling.

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This experience is connected to the idea of learning through drama and pretend play. When children take on roles and tell stories, they build language skills, creativity, social understanding, and problem-solving.

According to Wallin 2019 (Let's Play Outside - The Importance of Pretend Play in Natural Settings), pretend play in natural settings supports children to feel a sense of place and belonging. The setup and story gave the children a chance to pretend they were in nature, exploring and noticing the world around them.

It also connects with Meyers & Berk (2014), who explain that make-believe play helps with self-regulation. During the story, children took turns, listened, followed along, and added their own ideas respectfully. They stayed focused and engaged the whole time, showing that drama helps them practice important social and emotional skills.

This drama experience included Indigenous perspectives by sharing ideas about being on Country, listening to the land, and noticing the small things in nature. In Aboriginal culture, storytelling is a powerful way of teaching and connecting to Country.

Through this experience, the children weren’t just playing—they were learning to respect the land, to be curious, and to see the world through story and imagination, just as I did on my On Country experience.

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Before starting these experiences, ideas were coming in my mind, would children going to enjoy them, and that they would have fun. I wasn't sure they would really engage or just lose focus. I also wasn’t sure if I could link these activities to deep learning, or if it would just feel like playtime.

But after doing all the sessions, I saw much more than fun. The children were very engaged in all three areas. They listened, watched closely, joined in, and even added their own ideas. These moments made me realize how powerful creative experiences can be in early learning.

What went as expected?

The children were excited to join in

They loved being part of the activities-especially when they could pretend or move freely.

The music and puppet activities brought lots of joy and smiles.

They were curious during the nature tray drama and asked questions or made-up little parts of the story.

What didn’t go as expected?

I thought some children might get bored or distracted quickly-but they stayed engaged much longer than I expected.

I thought drama might be hard for them to follow, but they understood and responded to the story well.

I also didn’t expect so many rich learning moments to happen naturally, like children helping each other or explaining their ideas.

What might I do differently next time?

Give the children more time to lead the activities themselves—especially in drama.

Add more open-ended props or materials so they can create their own versions of the story or music.

Use more cultural elements from different communities and languages, including more Indigenous stories and songs.

How will I use this growth in my future Practices:

These experiences have shown me that music, movement, and drama are not just extras-they are strong ways of learning. They help children’s express emotions, connect with others, and understand the world around them. I now feel more confident in planning these kinds of experiences and linking them to learning outcomes, identity, culture, and language.

I will make sure to:

Plan more creative and sensory-based experiences.

Include Indigenous perspectives through storytelling and land-based play.

Let children take the lead and build on their ideas

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How singing together changes the brain: Tania de Jong AM at TEDx Melbourne. (n.d.). Www.youtube.com. https://youtu.be/I_HOBr8H9EM

Miriam Rose Foundation. (2017). DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo. In YouTube. https://www.youtube.com/watch?v=tow2tR_ezL8

ProQuest Ebook Central. (2022). Proquest.com. https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317&ppg=330

Puri, W. (n.d.). lake cowel bird dance [Review of lake cowel bird dance].

Wallin, M. L. (n.d.). Let’s Play Outside: The Importance of Pretend Play in Natural Settings [Review of Let’s Play Outside: The Importance of Pretend Play in Natural Settings].

Meyers & Berk. (n.d.). Make-Believe Play and Self-Regulation [Review of Make-Believe Play and Self-Regulation].