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In this journal I will discuss about the responsibility as ECEs when teaching art exploring what music, dancing and drama means to children and how I can relate to my memories as a child. Mainly in relation to theories from Encounter with materials, Reggio. Emilia approach: 100 language and other literatures.

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This photo represents my daily routine now, before bedtime after being diagnosed with anaemia. Followed up with monthly checkups for nutrition levels and pressure, which keeps me more solid and efficient than ever. Materials and immaterial are closely connected to one another. The perspective of emotion we create within ourselves is what creates the difference between the connections we make as an individual, also we need to recognise the various purposes of objects to each individual. My understanding of materials is related to touch, smell, taste and feel. Materiality belongs to the physical world but immateriality belong to the world that we dream (Pacini- Ketchabaw,Kind & Kocher 2016).

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For this experiment I have explored paper as a material, relating to the concept of movement. The artistic language I intend to use to explore this is through movement. My understanding of paper is that it has its own rhythmic movement to it. As the paper dries and falls they create different shapes and fall in different directions. Children by nature love taking things apart. they would love to cut paper into stripes and enjoy shapes and sizes as they cut down the paper. children also love bright colourful images on these papers such as from cooking magazines they find it fascinating to cut out their favourite meals and toys. As paper moves through time and with the world, it encounters other materials. (Pacini-Ketchabaw,Kind & Kocher 2016). In this experiment I have observed the movement, natural elements and non human interactions such as the sun and wind. my understanding as an ECE is that we should identify the various methods we can explore paper and give children the opportunity to explore materials in different ways and the opportunity to come into conclusions based on their own understanding. we can limit our engagement and intervene only when absolutely necessary.

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ARTIFACT 3 - LANGUAGES OF MUSIC,MOVEMENT AND DRAMA: MY PERSONALEXPERIENCE

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ARTIFACT 3 - LANGUAGES OF MUSIC,MOVEMENT AND DRAMA: MY PERSONALEXPERIENCE

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The song I'm referring to is a very popular Sri Lankan children's song. This song describes our feelings we experienced as a child early in the morning, flowers blooming, the smiles, the noises of birds singing, the feeling of sun kissing the earth and many more. language of music, movement and drama helps children in building their personality which helps them to shape their future. As ECEs we should give children the space to be creative and a deep connection to the environment. As a child and still as an adult I used music =, movement and drama to to express my self. According to Reggio Emilia approach: 100 languages, the body movements on stage expressed Hundred thoughts. I feel the most confident when I'm on stage and feel like I can be anything, as an ECE I feel like we should allow children to be free in creating how they can model their freedom, play, experimentation and creativity. creativity. According to Pauline Oliveros deep listening is giving time to understand below the surface of what you hear, as a way of connecting our surroundings. what children show on the surface is not always underneath them, as a preschooler an activity I remember doing is creating and listening to different sounds such making music with glass bottles, listening to the sound of rain, wind, putting seachells on our ear and etc.. This activity deeply enhance the creativity of thinking and making deep connections with the environment we live in. as educators we need to promote this learning method specially when initiating one on one interactions with children more particularly with toddlers. furthermore, research indicates that children who know many songs are more likely to have confident self identity (carol Biddiss, 2015). Another important aspect i would like to raise is strong sense of group identity, specially here in australia  we have children from all ethnic groups research has shown that children interact positively with other people of various ages when they have songs and dances in common with them these ceremonies shared by a cultural group are critical for maintaining inter dependence and resilience.  “in all children a strong sense of who they are and their connection to others — a shared identity as Australians.” (EYLF p. 23). There are many songs scattered throughout the Musical Child programs that call for the inclusion of individual children’s names e.g. Ruby Goes High; Clap Handies; Oh Susanna.
lastly another aspect i would like to incorporate according to research is that we can expose children to different language songs, culturally different music, musical instruments and dances, and encourage appreciation of, and participation in, diverse musical and movement expressions. as ECE we can use drama and movement songs as transition songs such as packing up after playing and getting ready for lunch, children are curious and this provides them the excitement for the next stage.

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This is the doll play house I came up with after gathering the loose parts for my pop up play space at my kindergarten. The are the remaining boxes from a supply delivery we had this week which was about to be thrown away. one thing i've understood in engaging in this activity is the many opportunities we have around us to create art with everyday materials around us. with toy play our options are limited to one scenario but with loose materials our play options are limitless as we can create our own imagination and characters to introduce our own toys. As an ECE its my responsibility to gather as many loose parts as i possibly can to create the space for my children to explore their creativity.

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ARTIFACT 5- DECORATIONS- USED DRINK BOTTLE 

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ARTIFACT 5- DECORATIONS- USED DRINK BOTTLE 

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In this scenario i have used a recycling water bottle as a vase as it has a nice shape to it, this is also a collection from my loose parts as I recognised there could be more creative ways to utilise this water bottle. this creative play encourages developing friendships while enjoying playing with other children may have a particular friend jointly manipulates objects with others manipulates objects. Children feel safe, secure and supported. another way we can apply these decorations into a classroom is to create an appropriate learning environment with a collection of classroom display it would be a lot more simpler for children's understanding as they are colourful and bring and exciting. these decorations further allows us to create fun and educational environment's giving more opportunity to create classroom enviornments that both stimulates and calms students minds depending on the situation. its not just decorative vases we can cooporate literacy working walls and display banners with these recycling materials which are eye catching, furthermore use these decorative ideas to divide the display areas of our classrooms so children understand they have different spaces for different needs

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My understanding on this unit is that there are different uses to materials that we use in our everyday life activities, this has helped me recognise how to connect these items to be creative and to connect them emotionally. during my pop up play space i understood that giving space for children to be creative is absolutely necessary and to intervene as little as possible only when it is required. But it is our responsibility to think on our feet, differentiate between risks and hazards when placing items which further supports children's freedom to play.

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For this experiment I used materials that can create sound. combination of different materials can give different music and noise levels. for instance putting stones in a water bottle can create music, putting marbles in a plastic bottle creates different music, hitting glass jars with wooden and steel spoons create different music. another creative idea I had with children was to have a musical with the children using natural materials such as water bottles, jars and spoons. All these items gave different sounds to another depending on the material and the amount of objects inside them. the different depths of sound levels amazed the children in my kinder class. young children are generally spontaneous in activities that are art oriented, young children can engage in illustrative music making to communicate their thoughts and feelings even before they develop more conventional means of expressing ideas and emotions in words. although children's art symbols may not always be recognised by adults, those children who are given opportunities to engage in expressive art making uses symbols that assist them in creating meaning for themselves about their world (Lasky & Murerji, 1980). creating music is a non-verbal language a means of polishing children's early scribbling methods (Steele, 1998). when creating music children will naturally construct visual patterns that will later be implemented in formal writing therefore music making must be encouraged to nurture this natural process towards literacy (Ohansky, 1995)

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Pacini-Ketchabaw, V, Kind, S & Kocher, LLM 2016, Encounters
with materials in early childhood education, Routledge.
ISBN: 9781317588573

Edwards, C, Gandini, L &
Forman, G 2011, The
hundred languages of
children: the Reggio Emilia
experience in
transformation, 3rd edn,
ABC-CLIO, LLC.
ISBN: 9780313359620

O'Brien, K.,2016, "Listening as Activism: "The Sonic Meditations"
of Pauline Oliveros", New Yorker

https://www.musicalchild.com.au/eylf-outcomes-music-and-movement/

Ward Thompson, C., Aspinall, P. and Montarzino, A. (2008) The childhood factor – Adult visits to green places and the significance of childhood experience. Environment and Behavior, 40(1), 111-143

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Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
This is evident when babies who are regularly bounced in time to music "make predictions and generalisations about . . . aspects of the natural world and environments, using patterns they . . . identify". They extend their innate skills in hypothesising.

Educators promote this learning when they "provide experiences that encourage children to investigate and solve problems" and "model mathematical and scientific language and language associated with the arts." (EYLF p. 35)

Knee Bounce activities for babies and toddlers internalise the strong driving beat of the song. The feeling of the beat goes directly into the body of the child, either by bouncing on an adult's knee or by encouraging the child to bounce on their own haunches. In our musical arrangements, the song is played three times with each repetition at a faster tempo to increase excitement and joy. The Bounce track lasts approximately one minute. e.g. Bell Horses; Rub-a-dub-dub.

For more information, see the training module on how to bounce a baby so they learn the rhythmic patterns of their culture.

Apart from Baby Bounces, there are many other musical activities that support confident and involved learning. A few examples follow:
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
This is evident when children happily learn Transition Songs such as a song for packing up after an activity is finished. Through singing the song, children enjoy a game of looking after the things provided for them. They learn to use teamwork. They come to understand when one activity finishes and another begins. And they gain a growing understanding of where things are stored so they can easily access them the next time. e.g. Pack Away Song

Drama and Movement Songs: when children are 'curious and enthusiastic participants' pretending to ride or be horses, they make use of their whole body to connect with their world through a strong sense of dramatic play. They imagine other environments while navigating through indoor spaces. Educators promote this learning when they 'provide learning environments that are flexible and open-ended.' (EYLF p. 34) e.g. The Little Horses by the Creek (Toddlers); I Have a Little Pony (Preschool).
For more information on drama and movement, see any of the toddler or preschool music programs. e.g. Bouncing on the Bed

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EYLF Outcomes - Framework: Music and Movement

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Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating This is evident when babies who are regularly bounced in time to music "make predictions and generalisations about . . . aspects of the natural world and environments, using patterns they .