# data[].attributes.body
1. Duck and the Ripple Path (Drama): Children imagine themselves as ducks exploring a pond, using cloths and movement to express their relationship with water and land.

2. River Breath Poem (Movement): Children move their bodies in response to a rhythmic sensory poem, embodying the flow of nature.

3. Wind Orchestra (Sound/Music): Children recreate the sounds of wind, ducks, and frogs through instruments and body percussion, forming a collaborative soundscape of Gumnut Park.

# data[].attributes.body
Activity Summary:
Children participate in an imaginative drama-based experience where they become ducks exploring the water of Birrarang-ga. Using cloths to represent the pond and reeds, and through movement and vocalisation, children learn about place, environment, and themselves.

Plan to Use It:
This activity is designed to encourage children to embody the life of ducks and explore the natural habitat of ponds and water ecosystems. It also brings attention to how animals live in connection with water and each other.

Implementation Steps:

1. Create a pond scene on the floor using green and blue cloths.

2. Introduce the character: Daisy the Duck.

3. Ask guiding questions: "Where does Daisy go? What does she hear?"

4. Children take turns becoming Daisy and moving around the space (waddling, splashing).

5. Add weather elements: wind blowing, rain falling.

6. Conclude with a resting moment at the pond.

Rationale:
This activity connects children to animals and water as explored in Gumnut Park during Assessment 2. Ducks on the pond inspired both awe and curiosity, offering a poetic moment that can be expressed through dramatic play.

Theoretical Perspective:
According to Vygotsky (1978), dramatic play supports abstract thinking, allowing children to symbolically represent experiences. Malaguzzi’s Reggio Emilia approach positions drama as one of the hundred languages of children (Hanna, 2014), giving them a way to explore and express their understanding of nature and interconnection.

Reflection:

What went as expected? Children enjoyed embodying the duck and expanded the story with their own ideas.

What did not go as expected? Some children became too excited and lost focus on the environment.

What might you do differently next time? Introduce calming music or clear transition cues.

# data[].attributes.body
Activity Summary:
Children respond to a rhythmic, sensory poem inspired by water, wind, and animal life. They use scarves and expressive movement to explore the flow and rhythm of nature.

Plan to Use It:
The poem guides children through breath awareness and movement. It enhances body control, spatial awareness, and poetic rhythm through embodied play.

Implementation Steps:

1. Introduce the "River Breath Poem":

Breathe like the river, slow and wide
Flow like the breeze, side to side
Hop like a frog, jump and land
Reach like a tree, tall and grand

2. Model each line with matching movement.

3. Give children scarves to extend their motion.

4. Repeat the poem with slow and fast tempos.

5. Encourage children to improvise their own final line.

Rationale:
Inspired by my reflection on the gentle wind and movement of trees at Gumnut Park, this experience centres children in nature through movement. It invites sensory attention to breath, space, and emotion.

Theoretical Perspective:
Movement as a language is essential in the Reggio Emilia approach (Hanna, 2014). It allows for expression beyond words and supports physical wellbeing. Dewey’s theory of experiential learning reinforces learning through sensory and embodied experiences.

Reflection:

What went as expected? Children followed the rhythm and movements with enthusiasm.

What did not go as expected? Some were unsure of breath cues.

What might you do differently next time? Add visual breath symbols or a sound cue for inhale/exhale.

# data[].attributes.body
Activity Summary:
Children form an ensemble using natural materials and body percussion to recreate the soundscape of Gumnut Park—rustling trees, croaking frogs, ducks, wind.

Plan to Use It:
By listening and responding to natural sounds, children recreate and interpret their experiences. This develops auditory discrimination, rhythm, and collaborative play.

Implementation Steps:

1. Begin with a quiet listening session (recording of Gumnut Park or similar).

2. Ask: "What sounds do you remember?"

3. Introduce instruments: rainstick = water, shaker = ducks, stick taps = wind.

4. Assign sound roles to small groups.

5. Build layers: first frogs, then ducks, then wind.

6. Conduct the group as an "orchestra."

Rationale:
This experience echoes the idea of musical landscapes drawn from my Assessment 2 reflections. It nurtures children’s connection to nature while allowing them to participate in creative sound-making.

Theoretical Perspective:
Musical play as described by Hanna (2014) supports affective, cognitive, and social learning. The atelier model values process over product and views music as a medium for expressing and shaping thought.

Reflection:

What went as expected? Children engaged deeply in layering sounds.

What did not go as expected? Some struggled with timing.

What might you do differently next time? Use a visual conductor (e.g. hand signals) to guide rhythm.

# data[].attributes.body
This assessment helped me realise the profound potential of music, movement, and drama not only as creative outlets but as tools of connection—not only to place, but to culture, and to one another. Reggio Emilia principles, especially the idea of the "hundred languages," have reshaped my perspective. Each activity was an invitation into a deeper relationship with the world, made accessible through rhythm, breath, and sound. Even without children to implement these, imagining their responses made me more intentional about design, timing, and aesthetics. Country is not silent; it moves, sings, and tells stories. Our job is to listen.

# 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.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Department of Education. (2022). Belonging, Being & Becoming: The Early Years Learning Framework for Australia – V2.0.

Watershed Text . The Journey Cycles of the Boonwurrung by N’arweet Carolyn Briggs.

Malaguzzi, L. (1998). In Edwards, Gandini, & Forman (Eds.), The Hundred Languages of Children: The Reggio Emilia Approach (pp. 49–97). Ablex Publishing.