This assessment is based on my last assessment work in Assessment 2, where I created live music ,movement and drama through my artefact of nature exploration.. For this task, I planned and delivered three short learning through play activities like music, movement, and drama. My all three activities with children are based on my last creek park visit. These activities inspired children to connect with place, explore their senses, and create their own drama through their observation. I gathered all the children and sat them down in a circle. We tried to recreate the feeling of all of us near a creek, the calming sounds all around us, the birds, the sound of a train, the water, wind, and leaves swaying. I also made sounds with my hands and invited them to follow along. Some children used their hands to create leaves falling down, some used their fingers and tapped them on the floor to replicate the sound of water and some even made soft whooshing sounds to recreate the sound of wind. Creative arts in early childhood education give children ways to connect with their world, express imagination, and share meaning.

Planning and Implementation

For music activity, I gathered the children in the park and asked them to listen carefully,. They closed their eyes ahe felt their surroundings, they heard the birds sounds, vehicles passing by,dog barking,man walking water flowing They observed leaves moving with the wind, some people talking. After this all observation children mimc the sounds with their voices and body percussion.They created birds voices,vehicle horn,engine sounds,footsteps,dog barking,water voice and wind sound by shhhhh noice.

We created the sounds into a group rhythm, represents Creek Song. Children also took turns and acting as the conductor. giving instructions to others to start or stop sounds. These roles were giving them leadership qualities and a sense of ownership. I recorded their performance as an audio clip.

This music activity enhances children’s active listening skills, leadership roles, creativity, and active participation. I strongly believe that Yusof and Tan (2019), music in early childhood develops creativity by allowing children to collect ideas from their environment into shared musical experiences. Roy, Baker, and Hamilton (2015) also believe that the arts give children different chance to engage with the world by using their senses to make meaningful creations.

Children connected my creek artefact to their own expression by making sounds from nature. This activity encourages children's visual learning (LO1), encourages exploration of music as a language (LO2), and showed how sound-making can build a partnership experiences and creative experience (LO3).

For further , Ilove to add more natural materials like sticks as shakers ,rocks to create diffrent sounds and make their learning more interesting.

The children also collected some natural resources, like twigs, grass, flowers, stones, and leaves, to pretend as birds' food to feed their bird characters. They used their free movements to create their own stories and actions.

Next time, I would add ribbons or pieces of clothing as props for wind and sunlight. This activity highlighted my understanding that children naturally use movements to communicate stories and emotions within the dramas.

For this drama activity, I invited children to choose roles from the environment. Some chose to be birds, other trees, wind, or water. A few children also decided to be vehicles and dogs they noticed at the park. Children acted together made out a living story like birds flying to find food, trees swaying, wind blowing, and animals moving through the space.

The children created their own play, with different voices and actions. They created a shared scene inspired by their surroundings.

This activity supported LO1 by developing artistic taste and musical movements expression, LO2 by developing drama as a language, and LO3 by creating music, movement, and drama into one experience.

As an educator for further activities, I would guide them to create their play into different stages, like beginning, middle, and end, to make a good flow. This showed me that drama can extend naturally from children’s observations and does not need to provide them with structured instruments to play.

Through music activity children created environmental sounds into rhythms, supporting creativity and teamwork (Yusof & Tan, 2019).

Through movement, children acted as flowers, birds, and the sunrise, showing how physical play supports children's creativity and imagination (Roy et al., 2015).

Through drama, children created their own play based on their park observation, building shared meaning and community (Angel, 2021).

These experiences toughened my confidence to use the arts in early childhood settings. I learned that creative play does not always need materials or structure. It can grow from children’s engagement with their environment. In future practice, I will continue using place-based creative arts to encourage listening, participation, and storytelling.

ISSN: 1833590X

Roy, D., Baker, W., & Hamilton, A. (2015). What are the Arts and what do they ‘do’? Teaching the arts: Early childhood and primary education (2nd ed., pp. 11–13). Cambridge University Press.

ISBN: 9781107433670

Yusof, F. B., & Tan, A.-G. (2019). Teaching music in the early childhood classroom for convergent creativity: Views from a meta-synthesis. Y. Tsubonou, A.-G. Tan, & M. Oie (Eds.), Creativity in music education (pp. 245–266). Springer. https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Flink.springer.com%2Fchapter%2F10.1007%2F978-981-13-2749-0_18

ISBN: 9789811327490