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“Whispers of the Park: Listening, Moving, and Imagining Nature”

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“Whispers of the Park: Listening, Moving, and Imagining Nature”

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Creative exploration of water, sunlight, trees, and wind through music, dance, and drama

Rationale/Justification

This documentation panel presents three short teaching experiences inspired by my Assessment 2 On Country Park visit. During that visit, I observed ripples in the pond, ducks swimming, sunlight filtering through trees, and branches swaying in the wind. These observations informed the design of experiences that foster children’s creativity, multi-sensory engagement, and connection to place. Indigenous perspectives, specifically Dadirri principles of deep listening and relational awareness (MiriamRoseFoundation, 1988), guided the sessions, encouraging children to engage respectfully with natural elements. The activities also draw on Reggio Emilia’s “hundred languages of children” approach (Edwards, Gandini & Forman, 2011) and Gardner’s Multiple Intelligences theory (Gandini, 2012), emphasizing exploration, expression, and reflection.

Place was a key consideration: rather than defaulting to the usual classroom, each activity was adapted for quiet indoor spaces or open outdoor areas to mimic natural acoustics, encourage movement, and immerse children in the sensory qualities observed during the park visit. This place-based approach demonstrates how environment shapes learning and how children respond differently depending on the setting (Wilson, 2007; Ninjypsy, n.d.)

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1. Session 4 – Sound/Music: “Interactive Raindrops and Ripples”
Children explored and created sounds inspired by water and wind using instruments, bowls of water, and their voices. They experimented with volume, rhythm, and patterns to co-create a collaborative soundscape reflecting ripples and wind observed in the pond. This session is informed by Reggio Emilia principles (Edwards, Gandini & Forman, 2011), Wooten’s (2013) approach to music as a language, and Gardner’s (2012) concept of multiple intelligences, fostering auditory exploration, improvisation, and collaborative problem-solving. Indigenous perspectives encouraged deep listening and respect for environmental rhythms.

2. Session 5 – Movement/Dance: “Sunlight Through the Trees”
Inspired by sunlight filtering through leaves and swaying branches, children embodied sunlight, wind, and trees using scarves, flowing gestures, and spatial movement. They explored interactions between environmental elements and collaboratively created movement sequences. This session draws on Gardner’s bodily-kinesthetic intelligence (Gandini, 2012) and place-based learning principles and is informed by movement ideas from Bangarra Education Resources’ Mutton Bird video (Bangarra Education Resources, n.d.), showing how adapted indoor and outdoor spaces can replicate the sensory qualities of the natural environment. Dadirri practices were integrated, with reflective pauses encouraging children to observe, notice, and respond mindfully to environmental cues.

3. Session 6 – Drama: “Life of the Duck in the Windy Pond”
Children role-played ducks and environmental elements, responding to prompts derived from park observations. They co-created storylines, explored movement and sound, and developed imaginative interpretations of how ducks interact with water, wind, and trees. This activity integrates Reggio Emilia approaches (Edwards, Gandini & Forman, 2011) and supports interpersonal intelligence, empathy, and collaborative storytelling (Wilson, 2007). Indigenous pedagogical principles were embedded through relational understanding and storytelling, fostering respect for natural systems and reflective engagement with the environment.

Each session is directly linked to its designated unit session (4, 5, 6), maintains a strong connection to the On Country visit, and supports children’s creative expression, sensory development, and understanding of environmental relationships while embedding Indigenous pedagogical principles and theoretical perspectives from the unit.

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•	Connection to Country: Children learn to observe, respect, and interact with natural elements through sound, movement, and storytelling.
•	Dadirri principles: Activities encourage stillness, deep listening, and reflection, fostering awareness of environmental rhythms and cycles.
•	Relational understanding: Exploring interactions between water, wind, sunlight, and trees develops holistic understanding of ecological systems.
•	Storytelling and role-play: Drama sessions reflect Indigenous approaches to learning through observation, experience, and co-creation.

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1. Sound/Music – “Interactive Raindrops and Ripples” 💧🍃

Materials: Bowls of water, pebbles, droppers/spoons, percussion instruments (drum and stick, voice, outdoor quiet space

Steps:

1. Introduced the activity by describing the pond at the park, including ripples, ducks, and rustling wind.

2. Invited children to sit or stand comfortably, close their eyes, and listen to imagined water and wind sounds.

3. Explored sounds using bowls of water: dropping pebbles or water to replicate ripples and splashes.

4. Incorporated percussion instruments: children experimented with volume, tempo, and texture, layering sounds like rainfall or gusts of wind.

5. Encouraged children to use their voices to produce whispering, rushing, or splashing effects, blending with instrumental sounds.

6. Facilitated children in leading sequences where one child directed peers to copy patterns, promoting leadership and collaboration.

7. Concluded with a collaborative soundscape, combining all instruments, water sounds, and voices, experimenting with crescendos and decrescendos to mimic changing weather and wind intensity.

8. Guided reflective discussion: children shared how it felt to create the sounds, which sounds were easiest or hardest, and how ripples and wind could be represented creatively.

Connection to EYLF: Supports Outcome 4 – Children are confident and involved learners, by encouraging experimentation, problem-solving, and co-creation.

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https://youtube.com/shorts/2vSKoco-mOk?si=mpzt_kVrcKRrCsoN

Before beginning the session, I expected that children would enjoy exploring sounds with the instruments and water, and I anticipated playful engagement with the ripples and wind-inspired sounds. During the activity, children exceeded my expectations by not only experimenting with the sounds but also taking turns leading sequences and creating complex patterns collaboratively. This revealed their ability to listen attentively, respond creatively, and work together to produce a unified soundscape. Some children were initially hesitant to direct others, which highlighted the need to scaffold leadership opportunities gently. In the future, I would introduce additional environmental instruments and structured solo moments to further encourage leadership and individual expression. Pedagogically, this activity strengthened auditory perception, creativity, and collaborative skills, while deepening children’s connection to natural phenomena and fostering an appreciation for sound as a medium of expression.

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2. Movement/Dance – “Sunlight Through the Trees” 🌞🌳

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2. Movement/Dance – “Sunlight Through the Trees” 🌞🌳

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Materials: Scarves/ribbons, open space, soft flowing music, outdoor area reflecting park-like openness

Steps:

1. Began by describing sunlight filtering through leaves and trees swaying at the park.

2. Invited children to explore the space freely, experimenting with flowing movements as sunlight or wind.

3. Introduced scarves to enhance sensory experience: children explored lifting, twirling, and weaving scarves to represent sunbeams and moving air.

4. Assigned roles: some children embodied trees, standing rooted yet swaying; others were sunlight or wind, flowing around trees with scarves and gestures.

5. Rotated roles so children experienced multiple perspectives, promoting empathy and understanding of movement relationships.

6. Facilitated group sequences where sunlight and wind moved around trees, coordinating with music tempo changes to explore fast and slow movement.

7. Encouraged reflective discussion: children described how it felt to be sunlight, wind, or tree, and how movement can tell a story about nature.

8. Ended with an improvised group performance blending individual creativity into a coherent “forest and light” dance.

Connection to EYLF: Supports Outcome 3 – Children have a strong sense of wellbeing, by developing body awareness, coordination, and engagement in physical expression.

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I initially expected children would enjoy moving as sunlight, experimenting with scarves, and responding to flowing music. During the activity, children were highly engaged, creatively embodying sunlight, wind, and trees, and exploring interaction and spatial relationships. They demonstrated curiosity, experimentation, and collaboration in creating dynamic movement sequences. Some children initially struggled with role transitions, which highlighted the importance of structured guidance alongside open-ended exploration. For future practice, I would introduce additional environmental roles, such as animals or clouds, to enrich the collaborative experience and expand imaginative possibilities. This activity reinforced the value of movement in developing bodily-kinesthetic intelligence, spatial awareness, creativity, and relational understanding of environmental phenomena.

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3. Drama – “Life of the Duck in the Windy Pond” 🦆💨💧

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3. Drama – “Life of the Duck in the Windy Pond” 🦆💨💧

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Materials: Scarves (to represent ducks or wind), open space, optional gentle water/wind sounds, outdoor area )

Steps:

1. Introduced the scenario by describing ducks swimming in a windy pond observed at the park.

2. Guided children to imagine how ducks move through water and respond to wind and waves.

3. Assigned roles: some children were ducks; others were wind affecting movement.

4. Children explored physical movements: waddling, flapping wings, stretching, diving, and floating in response to wind.

5. Encouraged improvised storytelling: children co-created simple narratives about ducks searching for food or interacting with each other.

6. Facilitated dialogue: children expressed thoughts and feelings of their duck characters, reflecting empathy and perspective-taking.

7. Rotated roles so all children experienced both ducks and environmental forces, enhancing understanding of cause-and-effect in natural systems.

8. Concluded with a collaborative enactment integrating movement, sound, and storyline to portray the “life of the duck in the windy pond.”

9. Guided reflection: children shared what was fun, challenging, or surprising, and considered how the ducks’ experiences relate to environmental awareness.

Connection to EYLF: Supports Outcome 5 – Children are effective communicators, through verbal and non-verbal storytelling, role-play, and collaborative narrative building.

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Before the session, I anticipated children would engage with simple duck movements and enjoy role-playing. During implementation, children surpassed expectations by co-creating detailed storylines, demonstrating empathy, imagination, and collaboration. While most children enthusiastically took on roles, some were initially hesitant to embody wind, which highlighted the need for encouragement and clear role guidance. In the future, I would extend storytelling sessions and provide more opportunities for children to rotate roles, fostering deeper understanding of environmental interactions and imaginative problem-solving. Drama supported interpersonal intelligence, emotional expression, and relational understanding of natural forces, illustrating the power of imaginative play as a tool for holistic learning and environmental awareness.

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Engaging with music, movement, and drama through my On Country Park visit has transformed my perspective on arts-based learning in early childhood. These art forms are essential for connecting children to place, fostering imagination, and developing multi-sensory engagement. Embedding Indigenous perspectives, including Dadirri, encouraged deep listening, reflection, and respect for natural elements. The experiences demonstrated the importance of responsive planning, scaffolding, and flexibility to support creativity, collaboration, and leadership among children. Observing children lead sequences, explore movement roles, and co-create narratives revealed their capacity for critical thinking, empathy, and environmental awareness.

This unit reinforced that music, movement, and drama are not merely skill-based activities but powerful tools for holistic learning, supporting multiple intelligences while nurturing curiosity, imagination, and environmental connection. Integrating observations from Assessment 2, theoretical perspectives, and reflective practice ensures future teaching experiences will continue to be meaningful, inclusive, and transformative for children. Arts-based learning offers pathways for children to interpret, respond to, and participate actively in the world around them, building foundations for lifelong learning and environmental stewardship.

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Bangarra Education Resources. (n.d.). Mutton Bird [Video]. YouTube. https://youtu.be/o-PV98Oshkc

Edwards, C., Gandini, L., & Forman, G. (Eds.). (2011). The hundred languages of children: The Reggio Emilia experience in transformation. Bloomsbury Publishing USA.

Gandini, L. (2012). The atelier: A conversation with Vea Vecchi. In C. Edwards, L. Gandini, & G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp. 303–316). ABC-CLIO. https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317&ppg=330

MiriamRoseFoundation. (1988). Dadirri: Inner deep listening and quiet still awareness [Handout]. https://www.miriamrosefoundation.org.au

Ninjypsy. (n.d.). The Parallaxis – A game of walking between worlds. https://www.the-parallaxis.com/

Wilson, R. (2007). Children, creative play, and the natural environment. In R. Wilson (Ed.), Nature and young children: Encouraging creative play and learning in natural environments (pp. 1–18). Routledge.

Wooten, V. (2013). Music as a language: Victor Wooten at TEDxGabriolaIsland [Video]. YouTube. https://www.youtube.com/watch?v=2zvjW9arAZ

Gardner, H. (2012). Multiple intelligences: New horizons. Basic Books.