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Link: https://padlet.com/jwhu89/an-inquiry-into-the-concept-of-encounter-axkq56bwo5vq70bh

Passwords: ECE6011Assessment3

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Body parts and music

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Tissue, notebook paper, card paper, coated paper and newspaper

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ABDELMONEM, A., & ELDAWY, N. (2013). The Effects of Shadow Play on Motor Abilities and Self-Esteem for Children. Ovidius University Annals. Series Physical Education & Sport/Science. Movement & Health, 13, 685–690.

Allen, P. (2016). Who sank the boat? Queensland Braille Writing Association.

Chookah, H. A., Agbenyega, J. S., Santos, I. M., & Habak, C. (2023). Play Affordances of Natural and Non-natural Materials in Preschool Children’s Playful Learning Tasks. International Journal of Early Childhood: Journal of OMEP: L’Organisation Mondiale Pour l’Education Prescolaire, 1–19. https://doi.org/10.1007/s13158-023-00348-z

Cali, D., & Bloch, S. (2017). George and his Shadow. HarperCollins Children’s Books.

Edwards, C., Gandini, L., Forman, G., & Reggio, C. S. (Eds.). (2011). The hundred languages of children : The reggio emilia experience in transformation. 3rd edition : the reggio emilia experience in transformation. ABC-CLIO, LLC.

Fellowes, J., & Oakley, G. (2019). Language, literacy and early childhood education 3e ebook. Oxford University Press.

Gandini, L., Hill, L. T., Cadwell, L. B., & Schwall, C. (Eds.). (2015). In the spirit of the studio, second edition : Learning from the atelier of reggio emilia. Teachers College Press.

Gallagher, M., Prior, J., Needham, M., & Holmes, R. (2017). Listening differently: A pedagogy for expanded listening. British Educational Research Journal, 43(6), 1246–1265. https://doi.org/10.1002/berj.3306

Lo, R. (2022). Chinese New Year colors. Holiday House.

Mages, W. K. (2018). Does theatre-in-education promote early childhood development? Early Childhood Research Quarterly, 45, 224–237. https://doi.org/10.1016/j.ecresq.2017.12.006

Mahshulah, Z. A., Syaodih, E., & Rachmawati, Y. (2020). The Ray of Light: An Activity Approach of Reggio Emilia. The 2nd International Conference on Elementary Education, 2(1), 785-790.  http://proceedings.upi.edu/index.php/icee/article/view/687/603

Öcal, E., Karademir, A., Saatçioğlu, Ö., & Yılmaz, H. B. (2021). A cultural and artistic approach to Early Childhood Science Education: Shadow play. Educational Policy Analysis and Strategic Research, 16(3), 209–244. https://doi.org/10.29329/epasr.2021.373.12

Pacini-Ketchabaw, V., Kind, S., & Kocher, L.L.M. (2016). Encounters With Materials in Early Childhood Education (1st ed.). Routledge. https://doi.org/10.4324/9781315743257

Prendergast, M. (2022, July 26). Sonas Bayswater - colour mixing. Sonas Childcare. https://sonaschildcare.com.au/sonas-bayswater-colour-mixing/

Pelo, A. (2016). The language of art: Inquiry-based studio practices in early childhood settings. Redleaf Press.

Roy, D. Baker, W.J. & Hamilton, A. (2015). Excerpt from: A vision for the arts in education. Teaching the arts: Early childhood and primary education. 2. 11–13. Port Melbourne. Cambridge University Press.

Schroeder-Yu, G. (2008). Documentation: Ideas and applications from the Reggio Emilia approach. Teaching Artist Journal, 6(2), 126–134. https://doi.org/10.1080/15411790801910735

Topal, C. W. & Gandini, L. (1999). Connections. Beautiful stuff: Learning with found materials, 49–66. Worcester. Davis Publications.

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Each exploration outlined in these entries provided an opportunity to intersect diverse elements, be it natural materials, paint, paper, body movements, light, sound, or clay. As the introduction mentions, these encounters are a novel way of exploring and perceiving the world. The meeting of different materials and elements creates possibilities that transcend imagination. Each exploration in this journal unveiled unique insights and ignited a sense of wonder, emphasizing the potential of different materials and elements in sparking creativity, enhancing sensory experiences, and stimulating intellectual development in children.

For instance, the meeting of paint and natural materials opened a path for tactile experiences and sensory engagement, sparking curiosity and establishing a deeper connection with nature. The exploration of intertwining diverse paint colours facilitated an appreciation for the beauty of art and instilled an understanding of colour theory. The interplay of body and light through shadow play stimulated a deeper understanding of abstract concepts like light and shadows while encouraging imaginative storytelling and self-expression. The art of body percussion aided in understanding one's body, cultivating a sense of rhythm and coordination. The intriguing fall patterns of different types of paper highlighted the subtle influence of material characteristics on their movements, sparking curiosity and instigating scientific inquiry. Fusing clay and natural materials promoted tactile and aesthetic contact with the physical world, enhancing sensory experiences and developing fine motor skills.

In these explorations, educators play a critical role in providing guidance, support, and resources and fostering an environment for inquiry-based learning. Their approach promotes investigation in children, encourages the expression of ideas, and fosters cognitive, language, and socio-emotional development.

Through these explorations, children not only learn about the world around them but actively shape their own understanding and experiences. This approach fosters a love for learning, instils curiosity, and cultivates fundamental life skills, making it a valuable experience in early childhood education.

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While exploring the synchronicity of body movement and sound (also known as body percussion), I realized that our bodies have enormous potential as sources of sound and rhythm. By experimenting with different body movements, such as clapping hands, thighs, stomping feet, snapping fingers, etc., I discovered that different body parts could make countless unique sounds. With further experimentation, different body surfaces and body movements always produce different sounds, even if they are sometimes similar. When these sounds are strategically sequenced, they form unique rhythmic patterns.

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Body percussion serves as a unique manifestation of musical artistry, emanating from the synergistic interplay between the body and sound. This form of expression underscores the profound connection between the physical self and auditory expression, yielding a singular sensory experience for participants. Such immersive explorations foster a heightened awareness of one's physicality and inherent sound production capacity (Pacini-Ketchabaw et al., 2016). The concept of the body as a versatile "instrument" stimulates children to perceive themselves as dynamic participants in their sonic surroundings (Edwards et al., 2011).

The complex task of coordinating movements to create rhythm fosters critical thinking and problem-solving skills while developing children's motor skills, as children need to manipulate their bodies to produce the desired sounds (Topal & Gandini, 1999). In addition, the process of creating rhythmic sequences also provides children with a concrete platform to grasp abstract concepts such as rhythm, rhythm and dynamics, thereby enhancing their understanding of the properties of music.

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My exploration began with two distinctly coloured clays - white and earthen. I examined the unique properties of each clay and its fascinating interactions with water. I observed how the clays became stickier when water was added, lost structural integrity with excess water, and hardened when the water evaporated quickly. Furthermore, I experimented with combining these clays with natural materials. I pressed a wine bottle onto a leaf and transferred the leaf's intricate pattern onto the clay. I then removed the excess clay, creating a visually pleasing decoration.

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Explore the interaction of different kinds of paper and air

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My inspiration for this exploration stemmed from an activity in class where we examined the movement of paper, particularly newspapers. We experimented with throwing, dropping, and allowing it to glide through the air. From this experience, I became curious about the motion trajectories of different types of paper. Therefore, my investigation focused on observing the unique descent patterns of various types of paper (tissue, notebook paper, card paper, coated paper, and newspaper) as they fell through the air. Then, I cut all kinds of papers into the same size, stuck them on a flat surface and observed the distinct ways they danced in the wind, each reacting differently due to their individual material properties.

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Paints, water, brush, color palette and paper.

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Paints, leaves, flowers, branches and paper.

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Different kinds of paper dance in the wind

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In this exploration, children can investigate the properties of clay and its dynamic relationship with water and other natural materials (Pacini-Ketchabaw et al., 2016). Such hands-on experiments can stimulate their sensory experiences and enhance their understanding of materials and transformations (Gallagher et al., 2017). Activities like leaf imprints on clay can engage children's creativity and appreciation for nature's patterns while promoting their fine motor and visual-spatial skills (Edwards et al., 2011).

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The variation in flight and descent patterns offers a vivid demonstration of physics principles such as aerodynamics, gravity, air resistance, and the effects of mass. For example, lighter papers, like tissue, moved more sporadically due to less mass and greater susceptibility to air resistance, while heavier papers, such as card paper, fell more directly due to their larger mass, overpowering the air resistance (Pacini-Ketchaba et al., 2016).

This exploration could foster children's observational skills, analytical thinking, and scientific reasoning as they observe, hypothesize, and draw conclusions about the paper's movements (Pacini-Ketchaba et al., 2016). The hands-on nature of this activity also enhances fine motor skills as children manipulate different paper types and strengthen visual-perceptual skills as they track the movements.

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This digital visual journal explores the concept of 'encounter', a novel way of exploring and perceiving the world. Encounters, as pointed out by Pacini-Ketchabaw et al. (2016), occur when something (non-human) and someone (human) unexpectedly and unplanned collide, enabling an exploration into the unknown and beyond our field of vision. Furthermore, the unexpected meeting between one material and another can unleash a myriad of possibilities beyond our imagination (Pacini-Ketchabaw et al., 2016).

Each material, replete with distinct properties, elicits unique outcomes and revelations when engaged with participants, underscoring an inherent potential for numerous possibilities to emerge (Pacini-Ketchabaw et al., 2016). It aligns with the emphasis Edwards et al. (2011) placed on the plurality of self-expression and learning children display when interacting with various materials in their environment.

The journal entries chronicle a series of encounters:

the meeting of paint and natural materials

the intertwining of diverse paint colours

the interplay of body and light through shadow play

the synchrony of body movements and sound (body percussions)

the meeting of papers and air

the harmonious union of clay, water and natural materials

These encounters capture the experiential aspect of artistic exploration and material research and deliberately translate these experiences into educational practice. Through this nuanced journey of encounters, the journal seeks to evoke a deeper understanding of our interactions with the world around us, further enriching our pedagogical perspectives.

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Art communicates through non-verbal, expressive, cultural, and symbolic means (Roy et al., 2015). As an engaging way to explore the arts of sounds, exploring body percussion can stimulate children's auditory and kinesthetic senses. Furthermore, it bolsters their rhythmic and coordination abilities, fostering physical and cognitive development.

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In an attempt to explore the intriguing possibilities arising from the encounter of paint with elements of nature, I decided to merge them in an experiment. Instead of the conventional paintbrush, I used leaves, flowers, and twigs of varying shapes and textures. Dipping a flower in paint, I pressed it against my canvas, leaving an imprint that echoed its distinctive patterns. The resultant marks were complex yet organic, a testament to the beauty inherent in nature. I repeated this process with the remaining natural 'brushes,' each stroke adding a fresh layer of depth to my canvas. Each of these natural tools, with their unique texture and shape, imparted a distinctive stroke and pattern, culminating in an organically themed painting of flowers. Interestingly, during this process, I noticed that when I pressed a violet petal hard onto the paper, it left a faint purple trace. A natural 'watercolour' effect emerged unexpectedly, showcasing yet another dimension of this encounter.

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Activities like this, which integrate elements of artistic exploration with scientific discovery, provide a creative platform for understanding abstract concepts (Pelo, 2016). Such integration encourages a holistic approach to learning where artistic creativity and scientific curiosity coexist and complement each other.

Educators can extend this exploration by encouraging children to manipulate the papers in various ways (e.g., crumpling, folding, tearing) and observe how these changes affect the paper's flight patterns. They might also prompt children to draw or paint on the papers before setting them afloat in the wind, adding an extra dimension of visual arts to the exploration and offering opportunities for children to express their understanding creatively and symbolically (Roy et al., 2015).
Throughout this process, children will be exposed to new vocabulary related to the properties of the papers, the actions performed on them, and the scientific concepts involved, promoting language development (Fellowes & Oakley, 2020).

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Educators can provide a wider range of natural materials for children to interact with clay, fostering exploration of different textures, patterns, and impressions (Topal & Gandini, 1999). Chookah et al. (2023) indicated that greater use of natural materials in instruction helps children develop deeper conceptual understandings and representations of the world. In addition, they can introduce various clay-related materials, such as soil and sand, for children to compare with clay and observe the differences (Chookah et al., 2023). Outdoor exploration could be a valuable extension of this activity as it allows children to connect with the origin of clay in natural ecosystems and observe its interactions within these environments (Pacini-Ketchabaw et al., 2016).

Educators also play a critical role in this process. They can support and guide children's investigations, ask open-ended questions, and encourage them to express their ideas and findings (Schroeder-Yu, 2008). These practices can foster an active, inquiry-based learning environment that values children's perspectives and promotes their cognitive, language, and socio-emotional development (Fellowes & Oakley, 2019). By documenting children's processes and outcomes, educators can also capture their learning journey, facilitate reflection, and inspire further inquiries (Topal & Gandini, 1999).

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When an opaque object blocks the path of light, the resulting dark area is called a shadow (Öcal et al., 2021). When I used the flashlight to manipulate the light to cast different shapes, sizes and shadows on the white wall, I was deeply fascinated by the ongoing changes in the shadows. I watch how my shadow grows and shrinks according to my distance from the light source and how the light's intensity and direction affect the shadow's sharpness and blurring. As part of my exploration, I started experimenting with the shadows of my hands to create different shapes, such as birds, dogs, crocodiles and elks, which I call the animal world between my hands. By exploring hand shadows, I began understanding the interactive relationship between light and body, shape and dynamics.

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The journey of colour mixing commenced with a jar of water designated for cleaning paintbrushes. As two differently coloured brush into the jar, the water began morphing into a new hue. Intrigued by the transformation, I experimented with mixing distinct paint colours. For example, red and yellow created orange, blue and yellow got green, and blue and red gave rise to purple. By blending various shades of paint, I delved into the fascinating dynamics of colour, piquing my curiosity and unveiling the intricate process behind colour transformations. The gradual fusion of one colour into another led to the emergence of unique and unexpected patterns, enhancing the beauty inherent in colour interactions. Intertwining diverse paint hues embodied a profound, hands-on exploration of colour theory.

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Using paint and brushes is commonplace for producing visually captivating and colourfully vibrant works of art. However, the integral role of natural materials as artistic media is frequently overlooked. Research suggests that these readily available natural resources can inspire greater creativity and imagination in children than non-natural materials (Chookah et al., 2023). Additionally, they can encourage children to delve deeper into understanding the natural world by exploring the textures, sensations, and colours of various trees, flowers, and other materials.

Paint, a familiar material in early childhood education settings, is open-ended and lends itself well to interaction and combination with other materials. This intersection affords children opportunities for insightful perceptions of the natural environment (Pacini-Ketchabaw et al., 2016).

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Playing paint-mixing allows children to experience colour theory firsthand (Pelo, 2016). It provides opportunities for children to explore the principles of colour blending and observe the changes that occur when different colours interact. This active participation promotes artistic exploration and nurtures scientific curiosity among children (Pacini-Ketchabaw et al., 2016).

Topal and Gandini (1999) believe these activities serve as a platform for children to hypothesize and solve problems, fostering their critical thinking skills. Children gain a tangible grasp of abstract concepts by actively manipulating the paint and observing the resultant colour changes. Therefore, colour blending can be perceived as a 'language' through which children express their understanding of the world (Edwards et al., 2011).

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Shadow play provides a rich multisensory experience and a unique platform for artistic exploration. By using their bodies and light, children are introduced into a captivating world of shadows and outlines, where light serves as a medium of expression and the body becomes the paintbrush (Öcal et al., 2021). The exploration of shadows aids in comprehending the abstract concept of light and its properties, stimulating children's critical thinking capabilities and establishing a foundation for their future understanding of science (Mahshulah et al., 2020).

As Abdelmonem & Eldawy (2013) noted, shadow play can enhance children's motor skills and self-esteem. As children create diverse shadow shapes and forms with their bodies, they enhance bodily coordination and control. As one of the "hundred languages," children can not only use shadows as a medium of self-expression and understanding of the world but also explore the physical world (like the nature of light, the relationship between objects and light, etc.). Through shadow play, children can explore shapes, movements, and narrative elements and express their own ideas and emotions through these elements (Edwards et al., 2011).

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The exploratory activity with paint and natural materials offers children an excellent opportunity to deepen their connection with nature while nurturing their creativity and imagination. Educators can provide children with natural materials on a large canvas, such as stones, branches and pinecones, as "brushes". They also could attempt to extract natural "paints" from an array of plants, vegetables, and even soil, enriching the elements of the natural world in practice, for instance, deriving deep red from beetroot, vibrant yellow from turmeric, and varying shades of brown from the soil.

Educators can encourage children to choose their natural "brushes" and "paints", fostering agency and connection with nature. Pacini-Ketchabaw et al. (2016) emphasize that the rich sensory nature of activities can spark curiosity, creativity, and language acquisition. Children can describe their experiences, the textures they feel, the colours they see, and the sounds they hear.

Furthermore, this activity can serve as a platform for discussions on topics such as respect for nature and the role of different plants. It's an immersive way of integrating Indigenous perspectives and experiential learning, creating space for narratives, traditions, and knowledge that resonate with the origins of these natural "brushes" and "paints".

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Photo of the book "Chinese New Year Colors"

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Colours may carry different meanings in different cultures. Educators can harness this cultural significance by integrating traditional celebrations into their teachings about colours. For instance, educators can use resources like the "Chinese New Year Colors" book to highlight the importance of specific colours in Chinese cultures, such as red for good fortune and gold for wealth (Lo, 2022). The book also includes vocabulary for colours in Chinese and English, further enhancing the children's understanding of colour terminologies in different languages.

The intermingling of various paint colours is not only an artistic expression but also constitutes a multi-sensory learning experience that supports children's cognitive and linguistic development (Gandini et al., 2015). Educators can provide an environment conducive to colour blending exploration by providing paint, brushes, and canvases. Such hands-on activities foster a comprehensive understanding of the relationships between primary, secondary, and tertiary colours while promoting children's creative thinking, perceptual judgment, and cognitive skills. In addition, educators can foster the exploration of relevant language and vocabulary by asking open-ended questions about observed colour changes and encouraging children to share their thoughts and predictions (Fellowes & Oakley, 2014; Schroeder-Yu, 2008).

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Educators can ignite children's curiosity about shadows by sharing the storybook "George and His Shadow," which details the fascinating experiences of George and his shadow in a day (Cali & Bloch, 2017). This narrative provides a grounding understanding of shadows and lays the foundation for further exploration. In addition, educators can create an environment reminiscent of shadow play, guiding children to craft various shadow shapes with their hands, fingers, or other parts of their bodies, stimulating their imagination and creativity.

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Educators can leverage nursery rhymes involving body percussion, such as "If you are happy, clap your hands," to guide children in exploring their bodies and inherent potential. They can encourage children to experiment further with different body sounds to craft unique rhythmic compositions (Fellowes & Oakley, 2014), and promote collaborative exploration of body percussion in group settings, thus enhancing cooperation and shared creativity.

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Moreover, educators can offer other materials, such as cardboard and stones, for children to produce diverse shadows. They can encourage children to create and perform shadow plays based on simple yet philosophical stories, like "Who Sank the Boat?" which introduces the concepts of weight and balance (Allen, 2016). Children can feel accomplished and boost their self-esteem by creating and watching their shadow stories. This activity can help children to express their feelings and thoughts openly and develop their creative thinking, communication, and storytelling skills, making it a comprehensive developmental experience (Mages, 2018).

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Additionally, educators can utilize familiar songs or rhythms as starting points, linking body movements with accompanying rhythms and melodies, as demonstrated with the song "Cuckoo" and varied body percussions in the video. Finally, they can inspire children to express their understanding of movement, sound, and rhythm in non-verbal ways. This non-verbal expression often conveys valuable elements surpassing " language " (Roy et al., 2015).

In this process, children will encounter and explore terms related to sound, rhythm, and body parts, promoting their linguistic abilities (Fellowes & Oakley, 2020). The role of educators is pivotal in this journey. Their guidance and encouragement can stimulate children to express their thoughts and ideas verbally or non-verbally (Schroeder-Yu, 2008).