This land has been carrying stories, music and dance for many years. I am grateful for this opportunity to study, listen, and experience nature on this land, and to respond to what I have felt through creative means.

As I strolled through Boxhill Garden, I witnessed the shimmering water surface, the chirping of birds, and the rustling of leaves in the wind. These insignificant sounds bring people and nature together, creating an environment full of rhythm, tempo and vitality. All of these coincidental occurrences have become my creative response to this land.

This video showcases three types of artistic sounds: the sound of wind, the sound of water, and the chirping of birds. The dynamic beauty of nature is revealed through the gentle movement of the swaying trees, the undulating water surface and the flapping of the birds' wings.

From the perspective of the day, the tranquility, the river water, and the gentle breeze all reflect the part of observing and thinking during the activity. Children learn and think by observing and reflecting.

In contrast, the audio in the evening section focuses more on the interaction between sound and rhythm. The calls among the ducklings form a natural and harmonious chorus dialogue, corresponding to the music and musical dramas in life. For children, sound, movement and story are not separate topics, but rather the "language" through which children interpret and express their world (Gandini, 2012). The conversations of the little ducks at night can be imagined as a dramatic musical play. It can be simulated through rehearsals with children to allow them to participate in nature and exploration learning from different perspectives with their imagination.

These two videos showcase various expressions of language in the natural scenes from different perspectives. The two contrasting scenes of silence and noise are even more dramatic for educators and can also promote the all-round development of children through sensory experiences. Just as Gandini pointed out, the role of educators is to provide a studio space where such experiences can not only be noticed but also transformed into artistic and reflective ones (Gandini, 2012).

During this process, nature became my partner. The sounds produced by nature can stimulate children's curiosity and interest in exploring nature. Nature acts as the "co-teacher", offering genuine sensory experiences and fostering creativity and imagination (Wilson, 2018). The inspiration for my creation originated from Victor Wooten's TEDx talk titled "Music as a Language" (2013). The core idea of this speech is to compare music to the learning of a language, which completely changed my perception of the significance of music in life. Children transform music into a language and a means of communication through the influence of their senses and the subtle influence in their daily lives. This aligns with the concept of the VCAA (2024) F-10 music curriculum, which emphasizes auditory perception, exploration, and creative performance as the core aspects of learning.

From a dramatic perspective, this audio can also be understood as a dramatic performance. Each different syllable can be interpreted as a voice in a conversation, the emotions of the characters and the personality of the characters. A dramatic dialogue about the ducks in the lake.

As an educator, the flowers and trees in nature can be transformed into dramatic games. The focus is on cultivating children's sensory development, magnifying the insignificant things in life to cultivate their musical cells. Encouraging children to learn and imitate examples from life, for children, they are not just imitating, they are also thinking about innovative construction of meaning. Music, drama, language, and movement are intertwined in this activity. This activity not only enriches children's visual and auditory sensory development but also enables them to understand their self-worth and the connection with this land on which we depend for survival.

VCAA. (2024). F–10 Curriculum: The Arts – Music. Australian Curriculum and Assessment Authority. https://f10.vcaa.vic.edu.au/learning-areas/the-arts/music/introduction

 Wilson, R. A. (2018). Nature and young children: Encouraging creative play and learning in natural environments (3rd ed.). Routledge. https://go.openathens.net/redirector/vu.edu.au?url=https%3A%2F%2Fwww.taylorfrancis.com%2Fbooks%2Fmono%2F10.4324%2F9781315148533%2Fnature-young-children-ruth-wilson

Gandini, L.(2012).The atelier: A conversation with Vea Vecchi.C. Edwards, L. Gandini,& G. Forman (Eds.), The hundred languages of children: The Reggio Emilia experience in transformation (3rd ed., pp.303-316).ABC-CLIO,LLC.https://ebookcentral.proquest.com/lib/vu/reader.action?docID=820317&ppg=330