# data[].attributes.body
Ruth Wilson argues in her book "Children, Creative Play, and the Natural Environment" how important it is to provide children the chance to play creatively in natural settings. Wilson contends that for children to grow physically, emotionally, and cognitively, they need to be in close proximity to nature. Playing creatively outdoors can also help children learn critical life skills like resilience, empathy, and problem-solving.

The statement, "Children are observant and imaginative, often seeing patterns, shapes, and possibilities that adults rarely notice," caught my attention since, from a child's perspective, they perceive the world and objects in distinct ways from us adults. Adults frequently ignore imaginative play. Children can freely choose to play for a purpose when they engage in creative play.

After reading the chapter, I know now what temporal arts actually entail, so I can consider them more thoughtfully. Children can participate in music, movement, and drama because of these various art genres. Children are able to investigate all of these artistic mediums through play as they connect to nature through creative play, particularly in the outdoors. Children may play creatively and create amazing magic since nature offers so many various textures, lighting, sounds, and other components.

In overall, as an educator I understand the importance of promoting imaginative play and learning in natural environments can offer a vibrant and motivating backdrop for activities such as dance/ movement, music, and drama. Children can strengthen their connection with the natural world and acquire critical abilities in self-expression, imagination, and collaboration by interacting creatively with it.

Reference:

Wilson, R. (2007). Children, creative play, and the natural environment, in R. Wilson (edn) Nature and Young Children: Encouraging Creative Play and Learning in Natural Environments, Routledge.       (pp 1-18). https://ebookcentral.proquest.com/lib/vu/detail.action?docID=324894

https://vucollaborate.vu.edu.au/content/enforced/1816406-ECE2008-1-2023-HWB-151670/Nature_and_Young_Children_Encouraging_Creative_Pla..._----_(Chpater_1_Children_creative_play_and_the_natural_environment)2.pdf?ou=194583.

# data[].attributes.body
https://youtube.com/shorts/FQwkmUhSX0Q?feature=share

# data[].attributes.headline
Creative Response- Using all Languages of Music, Movement and Drama

# data[].attributes.subject
Creative Response- Using all Languages of Music, Movement and Drama

# data[].attributes.body
https://youtu.be/pKrsPSR6N6c

Using all five of my senses and keeping in mind the content from Unit ECE2008, Music, Movement, and Drama in Early Childhood Education, I went for a walk to the nearby creek today. During my stroll, I relished the cool breeze and breathtaking scenery while paying close attention to the various forms of drama, dance/ movement, and music that this location has to offer.

# data[].attributes.body
I was amazed to discover throughout my entire on country visit how nature offers all forms of drama, dance, and music. As I took in the refreshing breeze, the sounds of nature, and the natural motions of the surroundings, I found myself reevaluating Unit ECE2008: Music, Movement, and Drama in Early Childhood Education. Upon returning to the location and contemplating my creative respond, I was taken back to my childhood's unexplored lands of amazement.

Creative inspiration for music can be found abundantly in natural settings. Children can make percussion instruments and try out various sounds by utilizing found things such as sticks, rocks, and leaves from nature (Slater, 2020). Moreover, they are able to compose original lyrics and melodies influenced by their natural environment or perform songs about the natural world.

Children may connect with the natural environment and express themselves creatively through dance and movement. Children have the freedom of dancing to music that draws inspiration from the natural world or making up their own movements based on shapes and motions they see in nature (Wilson, 2007).

Activities involving drama and storytelling can benefit greatly from natural surroundings. Children can enact tales or create their own dramas inspired by natural themes (Welch,2009). In addition, children can replicate real movement to craft their own plays or utilize organic materials like sticks, leaves, and flowers to make costumes and props.

Play that is creative and involves language of arts; music, dance/movement and drama promote coordination and physical development. Children can use play to engage their senses and investigate their surroundings. To understand their environment, they make use of touch, sight, hearing, and other senses. Children encounter challenges during creative play and learn how to overcome them on their own or with the assistance of their friends. For the development of social and emotional skills, play is crucial. Children learn how to communicate with others, take turns, share, and collaborate via creative nature play. Additionally, they learn a variety of personalities and ways of interacting (Hanna, 2014).

# data[].attributes.body
A number of birds were chirping as I entered, and I could also hear the wind and the sound of the water floating, which makes me think of music and how the natural world surrounds us with melody. From what I've seen, this may happen on a moonless night when all the fairies are singing and taking to the skies to announce the approach of a water dragon from the stream.

# data[].attributes.body
A stream's trickling motion and the large manna gum trees' swaying remind me of how nature gives us movement and dance. In my tale, the sleeping mountains began to stir, breaking apart and shifting from side to side as the way those large Manna gum trees sway in the wind, swinging side to side.

# data[].attributes.headline
Little People scramble to squeeze inside their holes

# data[].attributes.subject
Little People scramble to squeeze inside their holes

# data[].attributes.body
While walking to the stream, I noticed many birds soaring overhead and the line of ants that made their way to the creek. These sights reminded me of the wonders of nature and the unit's drama section, which discusses how drama is organically encouraged by the natural environment. In my story, little people rush to get into their holes before the water dragon emerges, much like the ant line made its way to the creek.

# data[].attributes.body
*Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. file:///C:/Users/khcha/Downloads/EBSCO-FullText-2024-04-05.pdf.

*Slater, O. J. (2020). Storying: a Reflection on Entanglements with Indigenous Australian                Methodology. https://doi.org/10.17863/CAM.58324.

*Welch, W. (2009). Who Owns the Story? Storytelling, Self, Society, 5(1), 1–22. http://www.jstor.org/stable/41943296.

*Wilson, R. (2007). Nature and young children: Encouraging creative play and learning in natural environments. Routledge.