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Barrett, M. (2012). Belonging, being and becoming musical: An introductio to children's musical worlds. In S. Wright, Children, meaning-making and the arts (pp. 57-84). Melbourne: Pearson Australia.

Prowse, S. (2012). How do media production and ICT fit into the early childhood context? In S. Wright, Children, meaning-making and the arts. (pp. 135-155). Melbourne: Pearson Australia.

Ryan, M., & Healy, A. (2008). Artefacts of Knowing: Multiliteracies and the Arts. Multiliteracies and diversity in education, 86-89.

Schiller, W., & Meiners, J. (2012). Moving beyond steps to ideas. In S. Wright, Children, meaning-making and the arts (pp. 85-114). Melbourne: Pearson Australia.

Wright, S. (2012). Ways of knowing in the arts. In S. Wright, Children, meaning-making and the arts. (pp. 1-29). Melbourne: Pearson Australia.

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Me and my new camera that I received for Christmas.

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Me and my new camera that I received for Christmas.

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This is a panoramic photo I took using the media art options on my Iphone 7 + camera. 

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This is a panoramic photo I took using the media art options on my Iphone 7 + camera. 

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A short 'boomerang' video I created using the media art tools of Instagram.

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A short 'boomerang' video I created using the media art tools of Instagram.

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A picture I created using the Padlet draw option.

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A picture I created using the Padlet draw option.

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A calendar I individually designed using Kmart's Photo Centre - Personal Design System. The photos were taken from my phone.

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A calendar I individually designed using Kmart's Photo Centre - Personal Design System. The photos were taken from my phone.

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A canvas I individually created using Kmart's Photo Centre - Personal Design System (the person is myself).

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A canvas I individually created using Kmart's Photo Centre - Personal Design System (the person is myself).

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A video of myself playing the 'Harry Potter' theme on my keyboard.

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A video of myself playing the 'Harry Potter' theme on my keyboard.

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Youtube tutorial I used to learn the 'Harry Potter' theme on the keyboard. 

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Youtube tutorial I used to learn the 'Harry Potter' theme on the keyboard. 

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Harry Potter: Theme Song (Hedwig's Theme) - EASY Piano Tutorial by PlutaX - Synthesia

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Youtube tutorial I used to explore Garage Band.

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Youtube tutorial I used to explore Garage Band.

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GarageBand Songs GarageBand for Windows GarageBand Tutorials for Beginners GarageBand Trap Beat GarageBand Loops How to Use GarageBand GarageBand App Harry Potter GarageBand GarageBand Cartoon GarageBand iPad GarageBand Mac Garageband Dubstep GarageBand Piano GarageBand Tutorial GarageBand for Windows 10 GarageBand Beats GarageBand Drums

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A song on my phone from a movie soundtrack.

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A song on my phone from a movie soundtrack.

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A song on my phone from a movie soundtrack.

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A song on my phone from a movie soundtrack.

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Ludovico Einaudi - Experience (Live At Fabric, London / 2013)

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Premier Dance Studio Brochure (I'm on the cover).

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Premier Dance Studio Brochure (I'm on the cover).

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My recent drawing of myself without looking.

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My recent drawing of myself without looking.

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An art work from my colouring in - relaxation book

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An art work from my colouring in - relaxation book

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Art Work Scene from movie 'The Longest Ride'.

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Art Work Scene from movie 'The Longest Ride'.

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The Longest Ride | ‘Ira and Ruth Fall in Love’ | Official HD Clip 2015

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Australian Institute of Classical Dance Advanced 2 Ballet Exam Certificate.

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Australian Institute of Classical Dance Advanced 2 Ballet Exam Certificate.

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An art work from my colouring in - relaxation book.

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An art work from my colouring in - relaxation book.

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Performing for my Nan & Pop's 50th Wedding Anniversary.

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Performing for my Nan & Pop's 50th Wedding Anniversary.

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Wagga Academy of Ballet Concert Photo 2014.

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Wagga Academy of Ballet Concert Photo 2014.

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Boats and boating--Equipment and supplies

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Performing a solo at  the Wagga Academy of Ballet Concert 2015.

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Performing a solo at  the Wagga Academy of Ballet Concert 2015.

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Wagga Academy of Ballet Concert Photo 2013.

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Wagga Academy of Ballet Concert Photo 2013.

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Cheerleader in the Kildare Catholic College Musical 'High School Musical'.

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Cheerleader in the Kildare Catholic College Musical 'High School Musical'.

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The creative art of Dance has, and continues to be, an important 'means of expressing [my] inner feelings, experiences and self-identity' (Schiller & Meiners, p.101, 2012). Dance has been 'applied creatively' (Ryan & Healy, 2008) to a large extent within my life. I began dancing when I was 8 years old at Premier Dance Studio in Junee. I had no idea how much that class would change my life. There's hardly ever a moment when I'm not dancing, it's my escape. I dance to create, communicate and express the feelings I have that are beyond words. Learning to move has been fundamental for my development of self. By 'applying new skills such as dance steps' (Ryan & Healy, 2008) I have constructed valuable knowledge in movement vocabulary and gained an understanding of how my body creates meaning by simply 'making, performing and appreciating' (Ryan & Healy, 2008). Dance to me is more than just remembering steps, it's a way of life, one of my ways of life. As soon as I hear music, any form of music, I'll start moving. I dance 4 days a week, but often more depending on upcoming exams, community events and/or concerts. I now study dance at the Wagga Wagga Academy of Ballet. The styles I undertake here are Classical Ballet, Contemporary, Lyrical, Jazz and Musical Theatre. My favourite style is Classical Ballet and subsequently, I complete yearly Ballet exams under the Australian Institute of Classical Ballet curriculum. In 2014, I 'experimented with new techniques' (Ryan & Healy, 2008) in the Intermediate Ballet exam and received 2nd in Australia with a fee scholarship. In 2015, I 'applied new skills in appropriate ways' (Ryan & Healy, 2008) within the Advanced 1 Ballet exam and received 3rd in Australia with a fee scholarship. In the same year, I auditioned at the Victorian College of the Arts Secondary School, and whilst receiving a callback audition, I did not move on from that stage into full acceptance. For quite a while, I wanted to be a dancer. So, in my senior years of high school, I studied dance as a HSC subject. 'Producing recognizable art forms' (Ryan & Healy, 2008) displayed my 'progression of development through new works' (Ryan & Healy, 2008). During this time however, I gained a hamstring injury from overuse. I did complete my HSC dance but had to severely limit the choreographic techniques employed in my assessment pieces. Not long after completing high school, I broke my toe during dance class. And, only 3 months ago, I broke my left foot two days before my Wagga Academy of Ballet 2017 concert. These injuries have proven detrimental for my dance career. I am currently not in dance class for healing purposes. Yet, I will be back. I will continue to 'apply' dance 'appropriately and creatively', as according to Ryan & Healy's table 4.1in my everyday actions by coming back to class and hopefully, studying it professionally as a part of my education degree.

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Year 9 Drama Night at Kildare Catholic College.

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Year 9 Drama Night at Kildare Catholic College.

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My involvement in the Shakespeare Play 'A Midsummer Nights Dream' at Kildare Catholic College (I'm on the right side of the boy).

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My involvement in the Shakespeare Play 'A Midsummer Nights Dream' at Kildare Catholic College (I'm on the right side of the boy).

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Visual arts is a creative framework that I have experienced, and currently still 'conceptualize' (Ryan & Healy, 2008). I thereby use visual arts as an investigative tool in 'developing new methods of visual auditory' (Ryan & Healy, 2008) and meaning-making. From a young age I loved to draw and quickly began 'understanding sequences of brushstrokes' (Ryan & Healy, 2008) by experimenting with lipstick and pieces of food on the furniture. Growing up I owned multiple drawing books, particularly ones associated with all types of animals. Drawing animals was, and still is, my favourite type of art because I could never draw humans. I decided to 'apply such terms' and my interest in visual arts to high school where I completed an arts subject for 2 years. During this time I intensely learnt 'the metalanguage of artistic techniques' (Ryan & Healy, 2008) and was provided with opportunities to compare 'the use of space in different artworks' (Ryan & Healy, 2008). In year 8, I completed the subject in first position and received the Honours award for Visual Arts. Despite not studying art as a subject in years 9,10,11 and 12, I still continue to engage in its creative processes. I have purchased multiple adult colouring books and I 'identify the effect of particular materials and techniques' (Ryan & Healy, 2008) through this art form. I also thoroughly enjoy baking, and regularly decorate cupcakes and larger cakes for my family and friends. When I have time, I participate in sewing sessions with my Nan and recently produced a self-made teddy bear. My room is surrounded with canvas' that I have collected from stores such as Kmart and Bargain buys. I am hoping to create one myself. One of my favourite movies is 'The Longest Ride' and what I particularly enjoy about this film is the emphasis on Ruth's passion of art, and the way that her love of art strengthens the relationship she has with her partner. As of now, I do not visit art galleries but I would like to further 'conceptualize' my interest of visual arts and start to properly explore professional, artistic designs. Right now, I am completing a subject at university dedicated to creative arts and their processes. Examining the creative process by engaging in workshops has allowed me to use my existing 'conceptualization' (Ryan & Healy, 2008) skills of art, to further 'analyse' (Ryan & Healy, 2008) its methods, elements and forms.

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I am 'experiencing the new and the known' (Ryan & Healy, 2008) in Media arts and information communication technology tools. Whilst I was 'born into an environment embedded with technology and media' (Prowse, p.136, 2012) I do not have extensive knowledge of media arts and therefore, I occasionally but not often, am involved in creating media representations and unique images. Growing up, I did enter the photography competition at the local Junee Show for 3 years but lacked proper understanding in 'manipulating materials and photographic displays' (Ryan & Healy, 2008). As a result, I was never successful. I am on social media however, and through this I have 'displayed aspects of media art'  (Ryan & Healy, 2008) such as pictures on Instagram, Facebook and Snapchat. Upon posting on Instagram, I always alter the colour, shade, tone and brightness of my pictures to make them more aesthetically pleasing. Also on Instagram I make use of the boomerang' art tool which creates captivating mini videos that loop back and forth. For Christmas last year, I received a quality professional camera which I have only played with once so far. Media play through the camera enabled me to 'share and capture my experiences in a language form that is not print-based' (Prowse,  p.143, 2012). In addition, I have experimented with the photo centre at Kmart where, through 'using computer the generated art systems' (Ryan & Healy, 2008) I created a personal calendar and personal canvas with my own pictures. Media arts, and the creative processes it provides, are definitely domains that I would like to further 'experience' (Ryan & Healy, 2008) because media arts are of vital importance for the self-expression of all individuals in today's world.

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The creative art of Drama was a domain I 'applied' (Ryan & Healy, 2008) actively into my life for 9 years. From ages 9 to 17, I pursued drama seriously with the hope of moving my creative ways into an acting career. I 'applied' (Ryan & Healy, 2008) my passion for creative form into electing drama as a high-school subject for 3 years, and also had independent teacher facilitated drama sessions for 4 years during primary school. Before entering the creative processes of drama, (creating, presenting and responding), I was a timid child who lacked confidence and the skills of self-expression. I struggled to 'get involved' (Ryan & Healy, 2008) and subsequently, did not have many friends during my early years of schooling. However, through independent speech and drama lessons in years 3,4,5 and 6,, I was able to become part of a group whilst simultaneously develop the critical skills of real life and imagination. My 'progression of development' (Ryan & Healy, 2008)  drove me to produce 'recognizable art forms' (Ryan & Healy, 2008) at competitions and exams. One of my major achievements was the 'sequence of works' (Ryan % Healy, 2008) I performed for the Australian Speech Communication Association (ASCA). ASCA 'offers finely graded oral examinations' and after performing 3 individual examinations, I received the Centre, Studio and Studio Achievement Medals for my acting processes. My participation in multiple musicals and small plays during high-school further opened new ways for me to 'apply new skills in multiple forms' (Ryan & Healy, 2008). In Year 9, I engaged with a student-structured play called 'School Reunion and in the same year, I played a fairy in 'A Midsummer Nights Dream'. I also participated in school musicals, most recently I took on the role of a cheerleader in Kildare Catholic College's 'High School Musical'. I must note that in Year 12 at high school, I left the drama subject. I immensely enjoyed the 'plentiful opportunities to imaginatively explore ideas' that I was granted in drama. However, I was also studying the dance subject at this time and personally, could not handle the dramatic experiences and understandings of both. Now, I believe that my knowledge processes and personal experiences 'analyse' (Ryan & Healy, 2008) the art of drama, rather than 'apply' (Ryan & Healy) it. I continue to explore the elements of a play and how they are organised and structure by regularly watching small musicals and larger, professional musicals. I am going to see the Mamma Mia musical very soon. So, despite letting drama go as a subject in high school, I still feel strongly about it creating it. As a result, I am currently undertaking a 'Screenwriting' subject at university where I functionally 'explore the effectiveness of visual, audio and multi modal designs' (Ryan & Healy, 2008) and subsequently, 'analyse' this newfound knowledge.

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There are varying ways in which we are musical. I somewhat engage in musical thought and activity, and thereby place my personal and current knowledge processes as 'conceptualizing' (Ryan & Healy, 2008) music as an art form. I place a large emphasis on meaning in the arts and subsequently, music for me is the study of emotion. Being a person who loves to dance, it is easy to claim that music is also a huge part of my artistic life. Without music, I would struggle to 'learn the metalanguage of choreography' (Ryan & Healy, 2008) in dancing. In fact, for most of my primary school life, I participated heavily in school choir. I was often a soloist who led the group, performing at both masses, school productions and singing eisteddfods. I do like to sing even though I wouldn't say I'm the best at it. I belt out to songs that play on my car radio when travelling to and from different places. Honestly, if I'm not feeling the best, music easily changes that around. A great part of my job as a bartender is being able to work alongside amazing bands; it really does make my time there so much more enjoyable. I am really passionate about movie soundtracks with most of the songs on my phone being from a whole, movie soundtrack album. I did study music as a school subject during years 7 and 8 at high school with this inspiring me to later purchase a Casio keyboard that I still own. When studying music, I really enjoyed learning how to play the musical keyboard and this inspired me to purchase a Casio keyboard for my home. I used to find achievable songs to learn from youtube tutorials which allowed me to 'understand how musical notes can be further manipulated for effect' (Ryan & Healy, 2008). I do not play it anymore, but can still remember the Harry Potter theme on piano.  My favourite genre is classical music and I probably listen to instrumental, classical music the most. Indeed, I have 'developed new methods of achieving particular auditory effects' (Barret, p.53 2012). on the sound mixing app Garage band. I used this musical software to combine two songs for my HSC dance composition piece, and then added in voice overs. Ultimately, I believe that I somewhat 'understand, think and learn about the language' (Barret, 2014, p.61) of music in my daily life and thereby, 'conceptualize' music by theorizing its processes.

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Kildare Catholic College Dance Performance 2