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Sound Art In Melbourne: Healesville Sanctuary Aboriginal Soundscape

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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.

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I learned the game from days gone by,
With family close, beneath the sky.
Through hurried years, we'd drift apart,
But now, I pause and feel the heart.

In stillness, I sat, the breeze a song,
Birds calling out, their voices strong.
One by one, they shared their plea,
A quiet game, just them and me.

They hoped for food, but none was near,
Still, they lingered, calm and clear.
The world around me slowed its beat,
A rhythm shared, so pure, complete.

The wildflowers' scent, the air so sweet,
In nature’s arms, I found my feet.
A heartbeat echoed, soft and true,
As I became one with skies of blue.

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In the beginning, I wasn't aware. What is a country visit? Where do I begin? What should I catch or record? I only knew that I enjoy spending time with my family in the outdoors. This time, however, I simply sat there undisturbed for nearly an hour. I could feel the breeze, hear various sounds around me, and see what was going on surrounding me. I'm delighted I took the opportunity to visit and spend time in nature. I saw one bird make an appeal, followed by another that shared it, and then another that followed after. They continued to do it. I had a feeling that they were communicating with each other or playing a game. After a few minutes, they approached my son, assuming he had some food, but we didn't have any food with us. After a few minutes of waiting, the birds took off in a different direction. After that, I noticed another bird in the water making a similar sound as he appealed for food, but once more, I was without any. It then took a step back. I had the impression that everything around me was slowing down, like a heartbeat synchronized with the natural environment. The pleasant aroma of wildflowers fills the air. Wisps of clouds are gently passing by in the bright canvas that is the sky above, which is painted in shades of blue and white. I briefly close my eyes and allow the sounds of the birds to fill my head. The soil itself creates a song and a rhythm to everything. The noises resemble whispers, tales passed down from the old stones to the fresh foliage, and secrets borne by the wind. I have the impulse to close my eyes once more, and I realize that I'm in a spiritual temple, a haven where everything is alive, breathing, and ready to tell me its story, rather than simply sitting in an open space. The place is still there when I open my eyes at last, but it feels different. I feel as if I've had a glimpse of its spirit, seen its heart, and briefly became one with it. As Rachel Carson speaks of another gift, as well – the gift of a sense of wonder. Carson believes that children have an inborn sense of wonder that can serve “as an unfailing antidote against the boredom and disenchantments of later years, the sterile preoccupation with things that are artificial, the alienation from the sources of our strength” (1956, p. 43). To keep this sense of wonder alive, children need frequent opportunities to play freely and creatively in natural outdoor play spaces that are rich in beauty and variety.

The sound of nature is similar to the video in session 3 (sound art in Melbourne).

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I learned how to play this game from my parents when I was younger, and I used to play it a lot with my son. I think that because of our hectic lives, we sometimes forget the games and activities that used to help us connect with nature and one another. I am really appreciative of this country's visit. It allowed me to relax and pay close attention to nature.

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The first thing that came into my mind when I heard the birds was. That they were either playing a game or communicating with one another. It flashed on me that they were seeking food. and the noise they were making all brought back memories of my childhood. I used to play this games with my friends and cousins. This is how it goes. 1, 2, 3, 4,toffee,6, 7, 8, 9,toffee, 11, 12, 13, 14,toffee and so on. We must say toffee, so we plan to add five more. Additionally, a player is out if they say 5, 10, 15, 20, or 25......! The best part about this game is that it becomes better with more players because it gets a little harder.

(Bredekamp and Copple, 1997).

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Relaxing Meadow with Ambient Nature Sounds, Wildflowers, and Mountain View - 8 Hours

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My personal connection and experience through this Assessment country visit. 

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My personal connection and experience through this Assessment country visit. 

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The sounds of the birds pulled me in during my time outside and instantly brought back memories of my early years. Almost as if they were playing a game or looking for food, the birds' sounds appeared to be a means of communication. This sound brought back memories of games I played as a child, especially one in which I played counting numbers and rhythmically saying "toffee" with my cousins and friends. I instantly connected the sounds of nature with the structured, fun rhythm of childhood play as soon as I heard the birds.

Sound: The first sensory connection to the surroundings was the sound of the birds. The birds' voices blended together in a playful beat, giving the impression that they were speaking in a symphony. This reminded me of the sounds of the games we played as kids, where we would count out loud in a rhythm, such as "1, 2, 3, 4, toffee..." The sounds of the birds formed the background music for the lively surroundings I was in.

Movement: I became aware of the movements around me while I listened to the birds. A beat was produced by the wind rustling the grass, the birds fluttering through the trees, and my own movements as I moved around the area. It got me to thinking about how movement is an essential element of both structured games and natural play, where players must physically move, react, and engage.

Drama: The sounds and motions of nature produced an almost dramatic experience in the backdrop of drama. I thought of the birds as game characters, interacting with one another like they were in a dramatic play. My childhood game, in which we would add "toffee" and establish a rule that you would be "out" if you stated a specific number, resurfaced in my memory as a type of planned, dramatic play that mimicked the rhythm of the natural world.

Sensations and Feelings: A variety of sensations were brought out by the surroundings. I could smell the lovely aroma of wildflowers and the fresh earth. A layer of comfort was provided by the sun's warmth and the coolness of the breeze against my skin. I experienced a feeling of calm and a sense of as though I were returning to a place where play and creativity were allowed to bloom. I felt a connection to both the past and the present in the natural world as my early memories of playing games with friends and cousins started to come back.

Thoughts: This encounter made me think about the ability of natural areas to inspire imagination and creativity while also bringing back strong memories of playtime as a child. I considered how children today, like me when I was a child, use play to interact with the outside world. Through play, children acquire knowledge about the rhythm of nature, which includes the sounds of birds, whispering winds, and leaf movement. It got me thinking about how children use their senses to experience the natural world and how their play may change if these things were introduced into classrooms or outdoor learning spaces.

Like Someone has said that “teaching a child not to step on a caterpillar is as important to the child as it is to the caterpillar.” This sentiment addresses the developmental benefits of respect for the natural world and a sense of connectedness to it. Environmental psychologists, including Louise Chawla (1990), tell us that positive interactions with the natural environment are important for healthy child development – that children need nature to grow in healthy and holistic ways. They especially need the natural world for some of the “soul-making” aspects of human development, including the appreciation of beauty, mystery, and wonder (Wilson, 1996b).