Feris and Nyland (2007) outlined ways in which music, combined with the Reggio approach, could foster citizenship in preschools (Feris and Nyland,2007, as cited in Wendell, 2017). As this is an aboriginal language song, children can learn some aboriginal words, which is good for them to understand the history, so they can better understand the land where they live right now. By teaching the children, I will start with the word “Ngaya Naba” first, teach the children what this word means in Dharug Aboriginal language, that is because we receive an invitation from Aborigines. I will extend an invitation to them for an Aboriginal-themed party, providing decorations and face painting to help them dress up as Aboriginal people. Assuming the role of an Aboriginal chief, I will invite the children to join my tribe in an outdoor setting. I will create a simulated tribal environment using wood and fire, immersing them in the atmosphere. I will share stories about the history of my tribe and invite them to sing a traditional song together.

By extending this experience to children, I will bring the charcoal to children, let them feel it, and play with it first. Then, I will teach them the techniques of painting with charcoal, and let them practice with it, later I will encourage them to draw the things that by using their imagination and creativity. It is not very easy to control the charcoal sometimes, as children’s hands are small and charcoal got different shapes, so practicing the charcoal painting techniques can increase their finger flexibility. I will also show children how charcoal engages with different materials, I will put charcoal into the water and see what will happen to water and charcoal, and I will also use the fire to burn the charcoal. I will set up the activities with charcoal as group activities, as all the children in the group can engage in the activities, and put their creativity into the work, different ideas will contribute together as a new work, during this process, the children can also understand cooperation and practice their social skills. At the end, I will invite children to share the story of their work, which can practice their language ability. 

The Reggio Emilia approach acknowledges the significance of diverse art forms, such as dance, in fostering expression and communication. It recognizes that children possess multiple avenues for self-expression, and dance serves as a compelling medium for their creative exploration and interpersonal communication (Gandini et al., 2015).  By teaching the dance to children, I will familiarize myself with the specific aboriginal culture and the history, and the meanings of the dance. If it is possible, I may contact the local Aboriginal community, to let the specialist teach children how to do the Aboriginal dance. I will start by telling children the story and the history behind the dance, then, I will show them how to do these movements, I will split a dance into small pieces, and I will let children practice small movements when they can master these movements, I will combine these movements together as a dance. To encourage children’s creativity, I will also invite children to create some dance movements while respecting aboriginal history, and I will invite the children to illustrate the meaning of the dance that they create. 

The reason why I choose this book is that I think it’s colorful and beautiful, it is quite enjoyable when you are looking at this kind of book, and the various color may attract children more. The name of different pasta in the book can let children learn more about pasta, and as the book is very interesting, so children are actively involved with foo. As pasta is a common food in life, so I think learning some knowledge about food can help them choose more when having food. By extending the experience to children, at first, I will bring the topic “pasta” to children first, and let them share their own experience with pasta first, then I will read the name of different pasta to children first and know what different pasta looks like, and let them repeat what I read, which can practice their speaking and increasing their vocabulary. With the knowledge of this pasta, I will bring the actual pasta to the children, let them touch it, smell it, and ask them how they feel about the different shapes of pasta. I will also cook the different shapes of pasta for the children to let them taste it, and let them choose their favorite one and ask why. During this whole experience, I will keep repeating the name of this pasta, which can strengthen their memory. 

For children, I will show them the volcano I made, and tell them what does volcano looks like and what is in the volcano. Then, I will try to make a better volcano with children, I will use paper jam as it is harder, and I will let them use their imagination to think about what materials can be part of the volcano, I will provide them different kinds of paper and color, to let them create the volcano on their mind. As art is a way of thinking, feeling, imagining, relating, and expressing. Art is a way to be in the world (Pelo, 2016), I may also encourage children to use the rest of paper to create the “art” . These activities practice their hands-on ability and promote their imagination, which link to EYLF. 

 

Arena, F. (2023). Pasta. Affirm. 

 

Pelo, Ann. The Language of Art : Inquiry-Based Studio Practices in Early Childhood Settings, Redleaf Press, 2016. ProQuest Ebook Central,http://eboo kcentral.proquest.com/lib/vu/detail.action?docID=4674378.Created from vu on

2023-05-07 11:55:04.

 

Hanna, Wendell. The Children's Music Studio : A Reggio-Inspired Approach, Oxford University Press, Incorporated, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/vu/detail.action?docID=4747980. 

 

In the Spirit of the Studio, Second Edition : Learning from the Atelier of Reggio Emilia, edited by Lella Gandini, et al., Teachers College Press, 2015. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/vu/detail.action?docID=3544852.