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As I stand watching the lion's mane sway through the wind, it's head swifts left and right feeling the cool breeze onto it's skin. The lion grizzles, lifting it's right paw to his chin and gives it a big lick. The sound of the lion's saliva drips down, as it slurps it back up.

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DADIRRI (official Miriam-Rose Ungunmerr Video) :: 3 minute promo 2017, online video
MiriamRoseFoundation, viewed 29 April 2020,
<DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo - YouTube>
R. Murray Schafer- Listen (2009)
<Listen by David New - NFB>
Victorian Early Years Learning and Development Framework: For all children from birth to eight years. Department of Education and Training (Victoria),
State of Victoria (Department of Education and Training). Retrieved 20 October 2022.

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DADIRRI (Official Miriam-Rose Ungunmerr Video) :: 3 minute promo

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As the mother duck left her babies at home, she was at the shops to buy chicken and veggies. All her babies were waiting for her to cook dinner, they cried and one baby said "Mummy, I want to eat fish". The mummy duck said "There was no more fish at the shop, only chicken". "Yay, I love eating chicken" cheered all the other babies.

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Stepping into the cage, I feel excited but also frightened as the people are cheering and waving their arms and hands. Their hands are peeping through the barriers, "We love you" "WOOO, YAY" "I love lions!" "Roar for me" "I want to hear you roar" as the crowd is screaming with excitement. I look into the crowd, lights glowing and cameras flickering, I took a deep breath and the urge in my soul explodes "RRRRRROOOAR" as I exhale. The crowd expression is amazed, "woooooow" as their voices echoed through the field. This has demonstrated to link to Early Years Learning Framework Four as children develop depositions for learning such as curiosity and imagination.

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Walking along the foot path of the zoo, a big spider stands still beside the fence as it tries to make a web. Attached to the fence, the spider is hanging onto its web, waiting for some food to stick on. As the spider continues to spin around in the circle, it notices a fly swiftly moving towards and it lands onto it's web. In this experience, to put this in practice I will encourage children to look deeply into their nature environment and observe what they truly see. Using their senses to feel, smell, see and hear and express words they have not heard or said before.

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"ding, ding ding", the penguins are waddling out of the classroom "Yippee, class has finished" one penguin exclaimed as they glide onto the icy frozen water, one penguin asks, "what are you doing on the weekend?" another penguin replies "I'm going to Mount Buller, as snow is here" as other penguins are having distant chatter with each other. The sounds of their webbed feet and water on the ice, "splitter, splatter, splitter" left feet, right feet as they waddle further away.

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Taking off my shoes and socks as I step onto the moist and soft ground, I move forward to the bumpy and pointy rocks and stand by the quiet still water, I move my right foot into the water. Watching the ripples of water as my foot creates movement and sounds, the fish in the water swims away fast! This experience resonates to Dadirri inner deep listening and quiet still awareness, "I can sit on the riverbank or walk through the trees;". To further this wholesome experience into my practice, I will create a sensory feet area for children to step onto stones, concrete and other rough and smooth surfaces with water.